The study of talk between teachers and students, from the 1970s until the 2010s

被引：130

作者：

Mercer, Neil ^{[1
,2
]}

Dawes, Lyn ^{[1
]}

机构：

[1] Univ Cambridge, Cambridge CB2 8PQ, England

[2] Univ Cambridge, Coll Hughes Hall, Cambridge CB2 8PQ, England

来源：

OXFORD REVIEW OF EDUCATION | 2014年 / 40卷 / 04期

关键词：

talk; classrooms; teaching; analysis; teacher education; DISCOURSE; QUESTIONS; TIME;

D O I：

10.1080/03054985.2014.934087

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The close study of classroom talk has been an active field of research since the 1970s, when John Furlong made his significant contribution. Focusing particularly on research into teacher-student interactions, we will review the development of this field from the 1970s until the present, considering what has been learned and the educational implications of the results. We also discuss the impact of the findings of this research on teacher education, educational policy and classroom practice.

引用

页码：430 / 445

页数：16

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