摘要:
教学对话是学生在教师引导下与文本、他人、自我所进行的语言性沟通活动,而视域融合是透视教学对话的窗口,也是判断其有效性的标志,语言融合则是视域融合的外在表现形式。在教学对话中,学生面临语言压力,但能够以言说方式的转换释放语言压力,实现新旧语言的融合。课程知识不是作为现在的东西传递和接受,而是在语言交往和融合中涌现或生成。语言融合具有一种问答结构,问答结构构成教学对话的动力系统,由学生提问和教师追问构成的问题链是开启问答结构和保持其开放性的动力。在新的情境中,变换言说方式意味着对知识的深度理解和灵活应用。致力于视域融合的对话具有引导创新的力量,个性化言说是突破语言压力的超越性表现,也是创造性理解、运用知识的一种方式。
Abstract:
Teaching dialogue is a language communication activity that occurs between students and the text, between students and others, and between themselves, under the guidance of teachers. Horizon fusion serves as the window through which perspective teaching dialogue is viewed and is a key indicator of its effectiveness. Language fusion is the external manifestation of horizon fusion. In teaching dialogue, students experience language pressure, which they can alleviate by transforming their speech methods, thereby achieving the integration of old and new languages. Curriculum knowledge is not simply transmitted or taught as a fixed entity; rather, it emerges and is generated through language communication and integration. Language fusion has a question-and-answer structure, which constitutes the dynamic system of teaching dialogue. The question chain, formed by students' and teachers' questions, serves as the driving force that initiates the question-and-answer structure and maintains its openness. In the new context, changing the way of speaking means a deep understanding and flexible application of knowledge. Dialogue leading to the fusion of horizons has the power to guide innovation. Personalized speech is a transformative manifestation of overcoming language pressure and serves as a means to creatively understand and apply knowledge.
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