课堂互动视角：中丹高中文学课堂教学实证对比研究
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作者刘婷婷|责编:柯国富
出版社上海大学
ISBN9787567143876
出版时间2021-12
装帧平装
开本其他
定价56元
货号31369938
上书时间2024-05-31
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目录
Chapter 1 Introduction: Dialogue in the Literature
Classroom
1.1 Overview of the Topic
1.2 Educational Contexts of Denmark and China
1.3 The State of the Art - Current Research in the Field
1.4 Research Gap and Research Questions
1.5 The Meaning of Dialogic in the Literature Classroom: Theoretical
Framework
Chapter 2 Qualitative Case-Study Research on Classroom
Interactions
2.1 Research Design
2.2 Research Setting
2.3 Research Procedures and Specific Methods
2.4 Building Trustworthiness
2.5 Conclusion
Chapter 3 The Case of Teacher S
3.1 Contextual Cultures
3.2 Pre-Observation: Teacher S's Perceptions of Literature Teaching
3.3 During-Observation: Three Types of Classroom Interactions
3.4 Post-Observation: Comments and Reviews
3.5 Conclusion
Chapter 4 The Case of Teacher P
4.1 Contextual Cultures
4.2 Pre-Observation: Teacher P's Perceptions of Literature Teaching
4.3 During-Observation: Three Types of Classroom Interactions
4.4 Post-Observation: Comments and Reviews
4.5 Conclusion
Chapter 5 The Case of Teacher X
5.1 Contextual Cultures
5.2 Pre-Observation: Teacher X's Perceptions of Literature Teaching
5.3 During-Observation: Three Types of Classroom Interactions
5.4 Post-Observation: Comments and Reviews
5.5 Conclusion
Chapter 6 The Case of Teacher Z
6.1 Contextual Cultures
6.2 Pre-Observation: Teacher Z's Perceptions of Literature
Teaching
6.3 During-Observation: Three Types of Classroom Interactions
6.4 Post-Observation: Comments and Reviews
6.5 Conclusion
Chapter 7 Going Further with Comparing the Cases
Discussions and Conclusions
7.1 Synthesis of Findings for R Q1: Su mmaries of the Findings
7.2 Synthesis of Findings for RQ2: Differences and Commonalities
7.3 Theoretical and Empirical Discussions
7.4 Implications for Reading Pedagogy fro m the Perspective of
Positioning
7.5 In Closing: Contributions of the Study
Bibliography
Appendices
Index
内容摘要
本书通过对两个国家（丹麦与中国）不同高中语言文学课堂的实证研究探讨课堂对话的组织形式以及文学的教学模式。本书稿是基于文学课堂的理论研究与实证对比探究，拓展对话式教学在文学课堂
的应用，重点揭示了以定位理论研究阅读教学的启示，即表明教师为学生提供的课堂角色，可视作学生阅读与思考文本时与文本的不同位置关系。该书的出版可助于中丹教师反思其教学，为两国的教育者和研究者提供一定的启示与借鉴。
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