看见思维的建构与韵律：微观课堂话语分析研究
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作者张娟娟 著
出版社九州出版社
ISBN9787522531359
出版时间2023-03
装帧平装
开本其他
定价58元
货号17629939
上书时间2025-01-02
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作者简介
张娟娟，女，东北师范大学教育学博士，伊犁师范大学教育科学学院副教授，硕士生导师。长期从事课堂话语分析、深度教学、国家通用语言文字教育等领域的研究与教学工作，先后开设"学前教育学""幼儿教育心理学"等多门课程。先后参与国家社会科学基金项目、主持省部级科研项目共3项；参与编写专业教材2 部，在核心期刊及以上刊物发表论文5篇。曾获得伊犁师范大学“科研工作先进个人”等荣誉。
目录
绪 论··················································································· 1 第一章 文献综述··································································· 15 第一节 课堂话语的相关研究 ························································· 15 第二节 课堂话语中对答的相关研究 ················································ 26 第三节 课堂对答内话轮的相关研究 ················································ 42 第四节 本章小结 ········································································ 49 第二章 研究的理论基础 ························································· 52 第一节 会话分析理论与课堂对答研究的适切性 ································· 52 第二节 会话分析的主要理论 ························································· 55 第三节 会话分析的研究步骤 ························································· 67 第三章 研究设计与方法 ························································· 73 第一节 研究思路与论文框架 ························································· 73 第二节 研究方法 ········································································ 76 第三节 研究的信度效度与伦理 ······················································ 97 第四章 课堂对答的话轮特征 ················································· 100 第一节 以言行事——课堂对答中话轮完成的行为 ·····························100 第二节 情感礼貌——课堂对答话轮中行为实现的方式 ······················· 113 第三节 本章小结 ·······································································130 第五章 课堂对答的组织特征 ················································· 134 第一节 组织形式——课堂对答中话轮组成的对答结构 ·······················134 第二节 权力关系——课堂对答中话轮的获得与转换 ··························151 第三节 本章小结 ·······································································163 第六章 课堂对答的场景特征 ················································· 167 第一节 时空范围——课堂对答场景中的空间形式与时间特征 ··············167 第二节 参与者限制——课堂对答场景中的信息流向与师生关系 ···········176 第三节 本章小结 ·······································································187 第七章 课堂对答的影响因素 ················································· 190 第一节 社会思潮对课堂对答的裹挟 ···············································190 第二节 教育政策对课堂对答的引领 ···············································194 第三节 学校文化对课堂对答的塑造 ···············································198 第四节 师生个体对课堂对答的呈现 ···············································201 第五节 本章小结 ·······································································205 第八章 课堂对答特征研究结论与讨论 ····································· 207 第一节 课堂对答特征研究的结论 ··················································207 第二节 课堂对答特征研究的讨论 ··················································219 附 录················································································ 223 附录一 ······················································································223 附录二 ······················································································224 附录三 ······················································································240 附录四 ······················································································241 参考文献············································································· 243 后 记················································································ 259
内容摘要
本研究以“会话分析”作为理论视角，会话分析产生于社会学和语言学的互动论思潮，重视探究微观对话过程，专属的转写系统能在精确到0.1秒的尺度上，事无巨细地呈现师生之间的对话，这种细致入微地呈现能够帮助研究者看到师生对答中“思维的构建与韵律”。会话分析的“下一个话轮证明程序”和呈现“语料标本”的做法更使其成为了一种实证的话语分析取径。会话分析理论中，行为（act）是话轮的构建单位，话轮（turn）是对答（相邻对,adjacency pair）的构建单位，对答（相邻对）是对话（序列, sequence）的构建单位，这些概念从小到大，层层向外拓展，构成了分析对话的概念工具。
精彩内容
本研究以“会话分析”作为理论视角，会话分析产生于社会学和语言学的互动论思潮，重视探究微观对话过程，专属的转写系统能在精确到0.1秒的尺度上，事无巨细地呈现师生之间的对话，这种细致入微地呈现能够帮助研究者看到师生对答中“思维的构建与韵律”。会话分析的“下一个话轮证明程序”和呈现“语料标本”的做法更使其成为了一种实证的话语分析取径。会话分析理论中，行为（act）是话轮的构建单位，话轮（turn）是对答（相邻对,adjacency pair）的构建单位，对答（相邻对）是对话（序列, sequence）的构建单位，这些概念从小到大，层层向外拓展，构成了分析对话的概念工具。
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