包邮看见思维的建构与韵律:微观课堂话语分析研究

绪 论··················································································· 1 **章 文献综述··································································· 15 **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 **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 **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 **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 **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 **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 **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 **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