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課堂互動視角 : 中丹高中文學(xué)課堂教學(xué)實(shí)證對比研究 版權(quán)信息
- ISBN：9787567143876
- 條形碼：9787567143876 ; 978-7-5671-4387-6
- 裝幀：一般膠版紙
- 冊數(shù)：暫無
- 重量：暫無
- 所屬分類：>>
課堂互動視角 : 中丹高中文學(xué)課堂教學(xué)實(shí)證對比研究 內(nèi)容簡介
《課堂互動視角：中丹高中文學(xué)課堂教學(xué)實(shí)證對比研究》通過對兩個國家（丹麥與中國）不同高中語言文學(xué)課堂的實(shí)證研究探討課堂對話的組織形式以及文學(xué)的教學(xué)模式。 《課堂互動視角：中丹高中文學(xué)課堂教學(xué)實(shí)證對比研究》是基于文學(xué)課堂的理論研究與實(shí)證對比探究，拓展對話式教學(xué)在文學(xué)課堂的應(yīng)用，重點(diǎn)揭示了以定位理論研究閱讀教學(xué)的啟示，即表明教師為學(xué)生提供的課堂角色，可視作學(xué)生閱讀與思考文本時(shí)與文本的不同位置關(guān)系。 《課堂互動視角：中丹高中文學(xué)課堂教學(xué)實(shí)證對比研究》的出版可助于中丹教師反思其教學(xué)，為兩國的教育者和研究者提供一定的啟示與借鑒。
課堂互動視角 : 中丹高中文學(xué)課堂教學(xué)實(shí)證對比研究 目錄
Chapter 1 Introduction： Dialogue in the Literature Classroom
1．1 Overview of the Topic
1．2 Educational Contexts of Denmark and China
1．3 The State of the Art - Current Research in the Field
1．4 Research Gap and Research Questions
1．5 The Meaning of Dialogic in the Literature Classroom： Theoretical Framework
Chapter 2 Qualitative Case-Study Research on Classroom Interactions
2．1 Research Design
2．2 Research Setting
2．3 Research Procedures and Specific Methods
2．4 Building Trustworthiness
2．5 Conclusion
Chapter 3 The Case of Teacher S
3．1 Contextual Cultures
3．2 Pre-Observation： Teacher S's Perceptions of Literature Teaching
3．3 During-Observation： Three Types of Classroom Interactions
3．4 Post-Observation： Comments and Reviews
3．5 Conclusion
Chapter 4 The Case of Teacher P
4．1 Contextual Cultures
4．2 Pre-Observation： Teacher P's Perceptions of Literature Teaching
4．3 During-Observation： Three Types of Classroom Interactions
4．4 Post-Observation： Comments and Reviews
4．5 Conclusion
Chapter 5 The Case of Teacher X
5．1 Contextual Cultures
5．2 Pre-Observation： Teacher X's Perceptions of Literature Teaching
5．3 During-Observation： Three Types of Classroom Interactions
5．4 Post-Observation： Comments and Reviews
5．5 Conclusion
Chapter 6 The Case of Teacher Z
6．1 Contextual Cultures
6．2 Pre-Observation： Teacher Z's Perceptions of Literature Teaching
6．3 During-Observation： Three Types of Classroom Interactions
6．4 Post-Observation： Comments and Reviews
6．5 Conclusion
Chapter 7 Going Further with Comparing the Cases Discussions and Conclusions
7．1 Synthesis of Findings for R Q1： Summaries of the Findings
7．2 Synthesis of Findings for RQ2： Differences and Commonalities
7．3 Theoretical and Empirical Discussions
7．4 Implications for Reading Pedagogy from the Perspective of Positioning
7．5 In Closing： Contributions of the Study
Bibliography
Appendices
Index
1．1 Overview of the Topic
1．2 Educational Contexts of Denmark and China
1．3 The State of the Art - Current Research in the Field
1．4 Research Gap and Research Questions
1．5 The Meaning of Dialogic in the Literature Classroom： Theoretical Framework
Chapter 2 Qualitative Case-Study Research on Classroom Interactions
2．1 Research Design
2．2 Research Setting
2．3 Research Procedures and Specific Methods
2．4 Building Trustworthiness
2．5 Conclusion
Chapter 3 The Case of Teacher S
3．1 Contextual Cultures
3．2 Pre-Observation： Teacher S's Perceptions of Literature Teaching
3．3 During-Observation： Three Types of Classroom Interactions
3．4 Post-Observation： Comments and Reviews
3．5 Conclusion
Chapter 4 The Case of Teacher P
4．1 Contextual Cultures
4．2 Pre-Observation： Teacher P's Perceptions of Literature Teaching
4．3 During-Observation： Three Types of Classroom Interactions
4．4 Post-Observation： Comments and Reviews
4．5 Conclusion
Chapter 5 The Case of Teacher X
5．1 Contextual Cultures
5．2 Pre-Observation： Teacher X's Perceptions of Literature Teaching
5．3 During-Observation： Three Types of Classroom Interactions
5．4 Post-Observation： Comments and Reviews
5．5 Conclusion
Chapter 6 The Case of Teacher Z
6．1 Contextual Cultures
6．2 Pre-Observation： Teacher Z's Perceptions of Literature Teaching
6．3 During-Observation： Three Types of Classroom Interactions
6．4 Post-Observation： Comments and Reviews
6．5 Conclusion
Chapter 7 Going Further with Comparing the Cases Discussions and Conclusions
7．1 Synthesis of Findings for R Q1： Summaries of the Findings
7．2 Synthesis of Findings for RQ2： Differences and Commonalities
7．3 Theoretical and Empirical Discussions
7．4 Implications for Reading Pedagogy from the Perspective of Positioning
7．5 In Closing： Contributions of the Study
Bibliography
Appendices
Index
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課堂互動視角 : 中丹高中文學(xué)課堂教學(xué)實(shí)證對比研究 作者簡介
劉婷婷，上海大學(xué)國際教育學(xué)院教師。丹麥奧胡斯大學(xué)教育學(xué)博士，英國倫敦大學(xué)教育學(xué)院訪問學(xué)者。研究方向?yàn)殚喿x教學(xué)理論與實(shí)踐研究、漢語國際教育。現(xiàn)主持上海市哲學(xué)社會科學(xué)青年項(xiàng)目，獲上海市“浦江人才”計(jì)劃資助，出版譯著《想象知識：在各學(xué)科內(nèi)培養(yǎng)語言能力》（上海教育出版社）。
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