本研究以“会话分析”作为理论视角，会话分析产生于社会学和语言学的互动论思潮，重视探究微观对话过程，专属的转写系统能在准确到0.1秒的尺度上，事无巨细地呈现师生之间的对话，这种细致入微地呈现能够帮助研究者看到师生对答中“思维的构建与韵律”。会话分析的“下一个话轮证明程序”和呈现“语料标本”的做法更使其成为了一种实证的话语分析取径。会话分析理论中，行为（act）是话轮的构建单位，话轮（turn）是对答（相邻对,adjacency pair）的构建单位，对答（相邻对）是对话（序列, sequence）的构建单位，这些概念从小到大，层层向外拓展，构成了分析对话的概念工具。

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第一章 文献综述··································································· 15
第一节 课堂话语的相关研究 ························································· 15
第二节 课堂话语中对答的相关研究 ················································ 26
第三节 课堂对答内话轮的相关研究 ················································ 42
第四节 本章小结 ········································································ 49

第二章 研究的理论基础 ························································· 52
第一节 会话分析理论与课堂对答研究的适切性 ································· 52
第二节 会话分析的主要理论 ························································· 55
第三节 会话分析的研究步骤 ························································· 67

第三章 研究设计与方法 ························································· 73
第一节 研究思路与论文框架 ························································· 73
第二节 研究方法 ········································································ 76
第三节 研究的信度效度与伦理 ······················································ 97

第四章 课堂对答的话轮特征 ················································· 100
第一节 以言行事——课堂对答中话轮完成的行为 ·····························100
第二节 情感礼貌——课堂对答话轮中行为实现的方式 ······················· 113
第三节 本章小结 ·······································································130

第五章 课堂对答的组织特征 ················································· 134
第一节 组织形式——课堂对答中话轮组成的对答结构 ·······················134
第二节 权力关系——课堂对答中话轮的获得与转换 ··························151
第三节 本章小结 ·······································································163

第六章 课堂对答的场景特征 ················································· 167
第一节 时空范围——课堂对答场景中的空间形式与时间特征 ··············167
第二节 参与者——课堂对答场景中的信息流向与师生关系 ···········176
第三节 本章小结 ·······································································187

第七章 课堂对答的影响因素 ················································· 190
第一节 社会思潮对课堂对答的裹挟 ···············································190
第二节 教育政策对课堂对答的引领 ···············································194
第三节 学校文化对课堂对答的塑造 ···············································198
第四节 师生个体对课堂对答的呈现 ···············································201
第五节 本章小结 ·······································································205

第八章 课堂对答特征研究结论与讨论 ····································· 207
第一节 课堂对答特征研究的结论 ··················································207
第二节 课堂对答特征研究的讨论 ··················································219

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附录一 ······················································································223
附录二 ······················································································224
附录三 ······················································································240
附录四 ······················································································241

参考文献············································································· 243

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