本书通过对两个国家（丹麦与中国）不同高中语言文学课堂的实证研究探讨课堂对话的组织形式以及文学的教学模式。本书稿是基于文学课堂的理论研究与实证对比探究，拓展对话式教学在文学课堂的应用，重点揭示了以定位理论研究阅读教学的启示，即表明教师为学生提供的课堂角色，可视作学生阅读与思考文本时与文本的不同位置关系。该书的出版可助于中丹教师反思其教学，为两国的教育者和研究者提供一定的启示与借鉴。

刘婷婷，上海大学国际教育学院教师。丹麦奥胡斯大学教育学博士，英国伦敦大学教育学院访问学者。研究方向为阅读教学理论与实践研究、汉语国际教育。现主持上海市哲学社会科学青年项目，获上海市“浦江人才”计划资助，出版译著《想象知识：在各学科内培养语言能力》（上海教育出版社）。

Chapter 1 Introduction: Dialogue in the Literature
Classroom
1.1 Overview of the Topic
1.2 Educational Contexts of Denmark and China
1.3 The State of the Art - Current Research in the Field
1.4 Research Gap and Research Questions
1.5 The Meaning of Dialogic in the Literature Classroom: Theoretical
Framework
Chapter 2 Qualitative Case-Study Research on Classroom
Interactions
2.1 Research Design
2.2 Research Setting
2.3 Research Procedures and Specific Methods
2.4 Building Trustworthiness
2.5 Conclusion
Chapter 3 The Case of Teacher S
3.1 Contextual Cultures
3.2 Pre-Observation: Teacher S's Perceptions of Literature Teaching
3.3 During-Observation: Three Types of Classroom Interactions
3.4 Post-Observation: Comments and Reviews
3.5 Conclusion
Chapter 4 The Case of Teacher P
4.1 Contextual Cultures
4.2 Pre-Observation: Teacher P's Perceptions of Literature Teaching
4.3 During-Observation: Three Types of Classroom Interactions
4.4 Post-Observation: Comments and Reviews
4.5 Conclusion
Chapter 5 The Case of Teacher X
5.1 Contextual Cultures
5.2 Pre-Observation: Teacher X's Perceptions of Literature Teaching
5.3 During-Observation: Three Types of Classroom Interactions
5.4 Post-Observation: Comments and Reviews
5.5 Conclusion
Chapter 6 The Case of Teacher Z
6.1 Contextual Cultures
6.2 Pre-Observation: Teacher Z's Perceptions of Literature
Teaching
6.3 During-Observation: Three Types of Classroom Interactions
6.4 Post-Observation: Comments and Reviews
6.5 Conclusion
Chapter 7 Going Further with Comparing the Cases
Discussions and Conclusions
7.1 Synthesis of Findings for R Q1: Su mmaries of the Findings
7.2 Synthesis of Findings for RQ2: Differences and Commonalities
7.3 Theoretical and Empirical Discussions
7.4 Implications for Reading Pedagogy fro m the Perspective of
Positioning
7.5 In Closing: Contributions of the Study
Bibliography
Appendices
Index