刘 睿,向 磊

知识实现跨时空协同构建是教学系统中主体间借助有意义的交流，不断增进教学主体间的理解，不断更新自我认知的过程。课堂互动对于学生的学习和发展具有重要的作用，它能够激发学生的兴趣，提高学习效果，培养学生的批判性思维以及促进合作与交流能力。因此，课堂话语相关研究正逐步成为课堂教学领域研究热点，然而国内外对于课堂对话研究呈现出分析理论差异、分析视角多维、分析单元泛化等问题。本文对国内外相关研究进行系统梳理，从课堂对话目标视角出发将课堂对话的目的分为先验知识构建、认知思维培养、情感激励三类，并将影响课堂对话质量的主因素与课堂对话效用进行了相关研究。通过系统综述，从宏观、中观、微观三个层面对课堂互动进行分析，总结课堂互动评价指标，拓宽互动分析研究视野。

课堂对话；课堂对话目标；课堂话语评测指标

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