【作者】 邹娟；

【导师】 涂艳国；

【作者基本信息】 华中师范大学 ， 教育学原理， 2007， 硕士

【摘要】 目前关于对话的研究主要集中在对话的内涵、理论基础、特点、表现形态以及人们对它的误解等方面，多采用结合课堂教学案例的视角，但是对于对话在课堂中异化和缺失的原因没有多少分析，在促进对话成为一种有效的课堂交流方式上的研究也比较缺乏。本文从探索一种有效的课堂交流方式出发，从三个部分探讨了对话作为一种有效的课堂交流方式的问题。第一部分，作为课堂交流方式的对话。对话是指人与客体、人与人或者人与自身之间在民主、平等地位和自由开放的环境的前提下，不以说服、强迫接受自己观点为目的，通过互动、合作，创造生成新的意义，旨在分享意义、建构生命的过程。对话具有如下几个特点：民主平等的地位、互动交往的过程、自由开放的环境、创造生成的内容、共享意义的结果和以生命为着眼点。表现为人与客体的对话、人与人的对话、人与自身的对话。对话不仅是一种教育方法、一种教育关系，更是一种教育态度和意识。第二部分，现实课堂中对话的缺失及其原因。本文分析了现实中课堂的存在状态，对几种常见的课堂“对话”现象也进行了案例分析，指出其实质上是对话的缺失，造成这种缺失的原因是师生主观上缺乏对话的意识和态度、客观上缺乏对话的能力以及客观外在环境的限制。第三部分，促进对话的几点建议。本文从培养对话意识和态度、培养对话能力和创造良好的外在环境三个方面提出了自己的一些建议。更多还原

【Abstract】 Current study on dialogue is mainly focused on its connotation, theoretical foundation, traits, performance and people’s misunderstanding about it, and on most occasions from the perspective of in-class teaching cases. However, the reasons why dialogue has been catabolized and even disappeared in class are not in the spotlight so far; the same is also true of research on how to promote the role dialogue plays in class. Starting from exploring an way to effective communication in class, this dissertation tries to canvass how dialogue can be an effective in-class communication mode in three parts.Part I : dialogue, as a way of communicative way in class. Dialogue should be defined as a process to share meanings, and to construct life people fulfill with objects, other people or with themselves. And it should take democracy, equality and freedom as its precondition, should not aimed at persuasion or imposing ideas on others, but should be in an interactive, cooperative way so as to create new meanings. Dialogue bears such traits as democratic and equal status of both parties, interactive process, free and unlimited environment, original contents, resulting in shared meanings and aiming at enhancing life. Dialogue means an communicative process people fulfill with objects, other people and even themselves. It is more an educational attitude and sense than an educational method or educational relationship.Part II: disappearance and its reasons for disappearance in class. This paper probes into the extant in-class proceedings, and does a case study into some commonly-seen "dialogues" and points out it is, in nature, the inadequacy and lack of dialogue. The reason is that teachers and students, subjectively, are in shortage of dialogic sense and attitude; objectively, are in lack of dialogic competence and outer atmosphere.Part III: some suggestions on how to promote the role dialogue plays in class. This dissertation propounds its suggestions from such aspects as cultivating dialogic sense and attitude, training dialogic competence and creating favorable outer environment.更多还原