作者：张娟娟 著
页数：272
出版社：九州出版社
出版日期：2024
ISBN：9787522531359
电子书格式：pdf/epub/txt
网盘下载地址：下载看见思维的建构与韵律:微观课堂话语分析研究
内容简介
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。
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。
本书特色
语言是人类文明的基石，是一种极富创造力的表征系统，是人类 重要的交际、思维、记录工具。哲学上的“语言转向”对整个社会学科都产生了广泛的影响，在 加具体的层面，教学也得以被理解为一个“语言过程”，话语分析成了教学研究的重要视角。 “’语言学转向’ 早由维也纳学派的古斯塔夫 · 伯格曼在《逻辑与实在》一书中提出，但这个提法的广泛流传则得益于理查德 · 罗蒂所编的《语言学转向——哲学方法论文集》。“语言学转向”是 20 世纪西方哲学的一个重要趋势，语言不再仅仅是传统哲学研究中涉及的工具，而是成了哲学反思自身传统的一个起点和基础。这一转向对社会科学产生了广泛的影响，教育学也不例外。教育的语言学转向有双重意蕴：语言是教育的工具，语言是教育的家。不同的语言与教育相遇，展现的是不同的教育研究和教育生活图景。在 加具体的层面，课程与教学也受到了语言转向的影响。古往今来，教学都离不开语言，教学理解就是对语言的理解，教学过程被认为是“情感语言、工具语言、智慧语言的游戏”。
目录
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
