Abstract

Dialogic education has become increasingly appealing due to the recognized value of dialogue for the development of students’ thinking and knowledge. Yet, its appeal has not catalysed widespread adoption of dialogic education in classrooms due partly to teachers’ uncertainty over the conceptualization of dialogic education and the presence of several similar yet different models in the literature. The purpose of this paper is to critically review several well-known models of dialogic education to uncover some of their shared features as well as differences. Four dialogic education models, ‘dialogically organized instruction’, ‘Thinking Together’, ‘Accountable Talk’ and ‘dialogic teaching’, are reviewed, compared and critiqued. Based on the review, a framework of dialogic education that synthesizes the features of the four dialogic education models and hinges on four components – dialogic environment, teaching goal, classroom talk and dialogic moves – is proposed. This will hopefully help to equip and empower teachers to translate the theoretical principles of dialogic education into actual classroom practices.

摘要

由于对话对于发展学生的思维和知识的公认价值，对话教育已变得越来越有吸引力。然而，它的吸引力并没有促进对话教学在课堂上的广泛采用，部分原因是教师对对话教育的概念存在不确定性，并且文献中存在几种相似但不同的模型。本文的目的是批判性地回顾几种著名的对话教育模型，以揭示它们的某些共同特征和差异。审查，比较和批判了四种对话教育模式，即“对话组织教学”，“一起思考”，“负责任谈话”和“对话教学”。根据评论，提出了一个对话教育框架，该框架综合了四种对话教育模型的特点，并以对话环境，教学目标，课堂谈话和对话动作四个方面为基础。希望这将有助于装备和授权教师将对话教育的理论原理转化为实际的课堂实践。