ABSTRACT

This paper focuses on teachers’ and students’ use of textual resources offline and online in two Grade 6 classrooms. Using analysis of video recordings, the paper presents the ways in which the textual resources are used, and what critical approaches emerge within the teachers’ and students’ repertoires of teaching and learning. We then investigate what characterizes these repertoires and discuss consequences and possibilities for students’ own learning talk in relation to critical approaches and with regard to diversity and participation. The analysis reveals that it is when students ask authentic questions or respond to their teachers’ or peers’ reflections, that critical approaches appear in relation to content, the surrounding world and themselves. Drawing on the results, we argue that these critical approaches can be deepened in relation to ethical issues, source criticism and redesign, and regardless of whether textual resources are online or offline. Since Swedish national curriculum standards have contributed towards a greater focus on knowledge outcomes, we are concerned that processes of meaning making and criticality might be downplayed. We believe that one of the biggest challenges for future education is how criticality can be linked to teaching and learning in dialogic ways.

摘要

本文着重于两个六年级教室中教师和学生离线和在线使用文本资源的情况。通过对视频记录的分析，本文介绍了使用文本资源的方式，以及在教师和学生的教学方法中出现了哪些关键方法。然后，我们调查这些曲目的特点，并讨论与关键方法以及多样性和参与性有关的学生自己的学习谈话的后果和可能性。分析表明，当学生提出真实的问题或回应老师或同龄人的思考时，与内容，周围世界及其自身相关的批判性方法就出现了。利用结果，我们认为，无论是在线还是离线文本资源，都可以在道德问题，批评和重新设计方面加深这些关键方法。由于瑞典的国家课程标准有助于更加重视知识成果，因此我们担心意义的形成和批评的过程可能会被低估。我们认为，未来教育面临的最大挑战之一是如何将关键性与对话方式的教学联系起来。