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1研究背景我国《基础教育课程改革纲要(试行)》明确指出:“教师在教学过程中应与学生积极互动、共同发展”以及“逐步实现教学内容的呈现方式、学生的学习方式、教师的教学方式和师生互动方式的变革”~([1]).现今,课堂互动模式作为调动教师-学生双主体性和显现教学主体间性的一种重要方式,其研究意义不仅在于可以改变教师一言堂和话语独白的状态,调动一切有利的课堂文化因素,打造崭新的以“自主、合作、探究”为文化特色的数
1 Research Background China’s “Outline for Curriculum Reform in Basic Education (Trial)” clearly states that: “Teachers should actively interact with and develop students in the teaching process,” and “gradually realize the presentation of teaching content and students’ learning methods.” The teacher’s teaching methods and the transformation of the teacher-student interaction method "~([1]). Nowadays, the classroom interaction mode is an important way to mobilize the dual subjectivity of teachers and students and to show the intersubjectivity of teaching. Its research significance lies not only in Teachers can change the status of teachers’ monologues and monologues, mobilize all favorable classroom cultural factors, and create new “cultural, independent, cooperative, and inquiring” cultural characteristics.