Cultural Historical Activity Theory (CHAT) has long been a robust framework and methodology primarily utilized by researchers to describe complex situations and interactions. This article discusses CHAT in a more practical way, in order to become more approachable for classroom teachers and students to employ and inform classroom interactions. Drawing from a case study, I show how CHAT was used by undergraduates in a course on children's literature as a reflective framework on interactions in small group literary discussions. This case study suggests that by using CHAT as a reflective framework, students and teachers can begin to address tensions and look for ways to innovate their practice.

长期以来，文化历史活动理论（CHAT）是一个强大的框架和方法，主要由研究人员用来描述复杂的情况和相互作用。本文以一种更实用的方式讨论CHAT，以使课堂教师和学生能够更轻松地使用和告知课堂互动。通过案例研究，我展示了本科生如何在儿童文学课程中使用CHAT，作为小组文学讨论中相互作用的反思框架。该案例研究表明，通过使用CHAT作为反思框架，学生和教师可以开始解决紧张局势并寻找创新实践的方法。