12409.對(duì)話教學(xué)對(duì)課堂問題生成的支持研究

1、四川師范大學(xué)學(xué)位論文獨(dú)創(chuàng)性聲明零入聲明：所呈交學(xué)位論文皴透麴鱟澍逯堂逮塹生盛數(shù)塞楚嬰究，是本人在導(dǎo)師奎檢鑒熬援指導(dǎo)下，獨(dú)立進(jìn)行研究工作所取德的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫過的作品或成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。術(shù)聲明的法律結(jié)果由本人承擔(dān)。本人承諾：已提交的學(xué)位論文電子版與論文紙本的內(nèi)容一致。如因不符而弓l起的學(xué)術(shù)聲譽(yù)上的損失由本人自負(fù)。學(xué)位論文作者：

2、中灰籮、簽字日期：x心年鄉(xiāng)月心日四川1師范大學(xué)學(xué)位論文版權(quán)使用授權(quán)書本人同意所撰寫學(xué)位論文的使用授權(quán)遵照學(xué)校的管理規(guī)定：學(xué)校作為申請(qǐng)學(xué)位的條件之一，學(xué)位論文著作權(quán)擁有者須授權(quán)所在大學(xué)擁有學(xué)位論文的部分使用權(quán)，即：1)已獲學(xué)位的研究牛必須按學(xué)校規(guī)定提交印刷版和電子版學(xué)位論文，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)供檢索：2)為教學(xué)、科研和學(xué)術(shù)交流目的，學(xué)校可以將公開的學(xué)位論文或解密后的學(xué)位論文作為資料在圖書館、資料室等場(chǎng)所或在有關(guān)網(wǎng)

3、絡(luò)上供閱讀、瀏覽?！救耸跈?quán)萬(wàn)方數(shù)據(jù)電子出版社將本學(xué)位論文收錄到《中國(guó)學(xué)位論文全文數(shù)據(jù)庫(kù)》，并通過網(wǎng)絡(luò)向社會(huì)公眾提供信息服務(wù)。同意按相關(guān)規(guī)定享受相關(guān)權(quán)益。(保密的學(xué)位論文在解密后適用本授權(quán)書)學(xué)位論文作者簽名：串女喜、簽字日期：沁心年‘月心日導(dǎo)師簽名：簽字目赫莎月tj圖萬(wàn)方數(shù)據(jù)Abstract一一一一——————————————————————————————————————————————————————一ResearchontheS

4、upportofDialogueTeachingforProblemConstructingMajor：CurriculumandTeachingTheoryPostgraduate：ShenZhenzhenTutor：proLiSonglinAbstract：Ithasbeenmorethantenyearssincedialogueteachingstudiedin01117country，andithaswitnessedarem

5、arkabledevelopmentbothintheoryandrealpracticeWiththedeepeningofneweducationreforminourcountry，theemphasishasbecamefromthetraditionalteachers’teachingtothecurrentstudents’learning，thustheconstructingofproblemhasbecomeacom

6、monconsensusHowever，thesupportivefunctionsofdialogueteachingfortheproblem’Sconstructinghasn’tplayedafullroleinpractice，andthereneedsafurtherresearchondialogueteachingofproblemconstructingTherefore，asaresultofthesereasons

7、，thisarticlehasadoptedtheliterature，observation，caseandotherresearchmethods，throughthediscussiononthegenerativemechanismofproblemconstructing，andtheanalysisofclassroomquestiondesignsinpractice，summarizedthreeinteractionr

8、elationshipforthissituation：problemdrivesdialogue，dialogueproduceproblem，problemanddialogueissymbioticBydiscussingtheinteractionrelationship，thesupportiverunionofdialogueteachingforproblemconstructingwerepointedout，inclu

9、dingsocialsupport，environmentsupport，emotionsupportandlogicsupport，andexplorefourstrategiesofdialogueteachingsupporttheproblem’SconstructingonallthisbasisThestrategyincludesgoal—oriented。modality——multiple，emotionalreson

10、anceandmeaningconstructedThispaperiscomposedofthreepartsInthefirstpart，Ihaveresearchedthetype，levelandthegenerativemechanismofproblemconstructing，analysethequestiondesignoftheoutstandingissues，introducetheadvertentitemsi

11、ntheprocessofquestiondesignInthesecondpart，Ihaveresearchedthetypeandlevelofdialogueteaching，theninvestigateandexploreinpractice，anddiscussthesupportivefunctionofdialogueteachingforproblemconstructingInthethirdpart，thepap