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首页> 外文期刊>Language and education >Formats of Classroom Talk for Integrating Everyday and Scientific Discourse: Replacement, Interweaving, Contextual Privileging and Pastiche
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Formats of Classroom Talk for Integrating Everyday and Scientific Discourse: Replacement, Interweaving, Contextual Privileging and Pastiche

机译：整合日常和科学话语的课堂讨论形式：替换，交织，语境特权和模仿

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摘要

In this paper we identify four formats of classroom talk for integrating everyday and scientific discourse - replacement, interweaving, contextual privileging and pastiche. In the replacement format, progress in understanding is gauged by the extent to which scientific representations replace the more concrete and everyday representations in students' talking and thinking. Research by Ballenger (1997) on Haitian children's engagement in classroom science talks illustrates the interweaving format. The classroom science talks interweaved scientific perspectives and concepts with issues of morality and identity raised by students. Wistedt and Martinsson (1996) provide evidence for a contextual privileging format. They identified different voices in children's discussions on mathematics topics - the everyday voice of practical reasoning, the voice of conventional schooling and the mathematical voice per se - the specific context of talk determined which voice was given precedence. Through our research we have identified the pastiche format of classroom talk. Pastiche refers to the process of compiling multiple representations of a concept for consideration by others. Greater articulation of the ways that everyday and scientific talk can be integrated extends existing research on Vygotsky's theory of learning and identifies styles of classroom talk for enhancing student inquiry and knowledge co-construction.
机译：在本文中，我们确定了课堂演讲的四种形式，以整合日常和科学话语-替换，交织，情境特权和模仿。在替代形式中，理解的进步通过科学的表述代替学生说话和思考中更具体和日常的表述的程度来衡量。 Ballenger（1997）对海地儿童参与课堂科学讲座的研究表明了这种交织形式。课堂科学讲授交织在一起的科学观点和概念，涉及学生提出的道德和认同问题。 Wistedt和Martinsson（1996）提供了上下文特权格式的证据。他们在儿童关于数学主题的讨论中确定了不同的声音-实践推理的日常声音，常规教学的声音和数学的声音本身-特定的谈话内容决定了哪个声音优先。通过我们的研究，我们确定了课堂演讲的趣味形式。 Pastiche是指编译概念的多种表示形式以供他人考虑的过程。日常与科学对话的整合方式更加清晰，扩展了对维果斯基学习理论的现有研究，并确定了课堂对话的风格，以增强学生的探究和知识的共建性。

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