Does student-centered dialogical argumentation work in authentic classroom settings? Four experienced secondary teachers implemented an argument-based curriculum situated within the contexts of their four respective disciplines - language arts, history, science, and civic education. A mixed-method analysis showed that students who participated in the curriculum performed significantly better on a final argumentative essay, compared to control groups who studied the same content with the same teachers using customary methods. Teachers' interviews suggested additional effects including cognitive, metacognitive and socio-emotional skills. Discussion focuses on teachers' role within a dialogical curriculum and argumentation's applicability and efficiency as a transdisciplinary pedagogical method.

以学生为中心的对话式论证在真实的课堂环境中是否有效？四位经验丰富的中学教师根据各自的四个学科——语言艺术、历史、科学和公民教育，实施了基于论证的课程。混合方法分析表明，与使用习惯方法与相同老师学习相同内容的对照组相比，参加课程的学生在最终议论文中的表现明显更好。教师的访谈表明了额外的影响，包括认知、元认知和社会情感技能。讨论的重点是教师在对话课程中的作用以及论证作为一种跨学科教学方法的适用性和效率。