| 書目名稱 | Dialogic Learning | | 副標(biāo)題 | Shifting Perspective | | 編輯 | Jos Linden,Peter Renshaw | | 視頻video | http://file.papertrans.cn/271/270868/270868.mp4 | | 圖書封面 |  | | 描述 | Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic ‘we’ and the community formed around ‘our’ and ‘us’ is the inevitable boundary that excludes ‘them’ and ‘theirs’. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is a | | 出版日期 | Book 2004 | | 關(guān)鍵詞 | Elaboration; cognition; intercultural learning; language; learning; learning and instruction | | 版次 | 1 | | doi | https://doi.org/10.1007/1-4020-1931-9 | | isbn_softcover | 978-90-481-6544-5 | | isbn_ebook | 978-1-4020-1931-9 | | copyright | Springer Science+Business Media Dordrecht 2004 |
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