高中语文课堂同侪语言的教学研究.pdfVIP

摘 要 同侪语言指的是学生群体课堂讨论质疑、述意答问的交往语言，是语文课 堂教学最丰富的素材性资源。本研究认为高中语文课堂同侪语言的教学实质是体 现生生主体交互的建构主义言语实践教学，体现出同侪语言的交互性、差异性、 生成性特征。主体间性理论、对话理论、建构主义理论分别为其提供了认识论、 本体论和方法论的哲学基础。因此同侪语言对语文课堂教学意义重大。同时高中 语文课堂现状表明高中生同侪语言具有交往性不足、异质性趋强和价值水平迥异 的特征。本研究认为判断同侪语言价值大小的标准为是否拓宽语文学科的范围、 促发课程新质的产生、延展深化语文教学目标。并且同侪语言对课程具有一元课 程多元化、静态课程动态化和隐性课程显性化的建设作用。据此，本文对高中语 文课堂同侪语言的教学型式和策略进行研究，研究结果是教学型式有主题贯通、 演讲、讨论和头脑风暴；教学策略有提问设计策略2种（减少记忆性提问增加分 析性提问、提供资料由文字变为抽象图片）和处理策略6种（语言运用角度的词 语替换比较法、提炼中心词语法；逻辑思维角度的逻辑归谬法、类比迁移法；情 感哲理角度的哲理梯度深入法、情感转移法）。最后，本文根据同侪语言的基本 特征尝试建立评价标准对高中语文课堂同侪语言的教学实例进行评价。 关键词：同侪语言 交互性 差异性 生成性 高中语文课堂教学 I Abstract Abstract AAbbssttrraacctt Peer language refers to the intercourse language which used for student group discussion, question, statement and answer in class. It is the most abundant material resource for Chinese teaching in class. This study suggests that peer language in high school Chinese language teaching reflects students interactive constructivism language practice class. It also reflects the nature of peer language on intercourse, differentiation and generation characteristics. Intersubjectivity theory, dialogue theory and constructivist theory, respectively, provide the philosophical foundation on epistemology, ontology and methodology. Therefore, peer language takes significant impact to Chinese teaching in class. But the status of high school class indicates that peer language in high school students have the characteristics of insufficient communication, strong tendency for the level of heterogeneity and large value different. This study suggests that the standard to determine the value of peer language is whether it broadens the range of Chinese subjects, triggers the emerging of new features of course and extends/deepens the objectives of Chinese teaching.At same time, peer language p