Investigating Classroom Dialogue That Supports Deep Learning

The talent cultivation in 21^st century calls for developing students'core competencies,which has related the trends of K-12 education evolution to pedagogical methodologies that support students'deep learning,so as to develop students'deep learning competencies and to construct a modern educational system that promotes lifelong learning.It is through the classroom dialogue that teacher-student interactions and instructions are conducted.Therefore,developing a framework from empirical perspectives to analyze classroom dialogue that supports deep learning,and investigating its effective features and models exert great significance on enriching deep learning research,improving classroom dialogue as well as promoting the localization of deep learning research.This study is a case study which constructs its analytical framework based on literature analysis.It deals with eight middle school mathematical classroom videos of China and America,aiming at investigating features and models of classroom dialogue that supports deep learning under different instructional models of China and America.The first chapter outlines the research background and significance,research questions and literature review.The second chapter introduces research methods and processes.The third chapter constructs analytical and coding framework based on the key elements of deep learning classroom.The fourth chapter demonstrates deep learning in classroom dialogue and analyzes the current status of it.The fifth chapter further investigates the design of mathematical questions and effective dialogue models that support individual and all-class deep learning.The sixth chapter further discusses main research results and reflects on research limitations.Based on key elements of deep participation,deep understanding and deep reflection,the study constructs its analytical framework for classroom dialogue that supports deep learning.Findings show that under the Chinese model of‘feel-explore-apply-reflect'and the American model of‘show-explore-develop',teachers of both countries pay attention to students'understanding and application of knowledge.Their deep learning competencies are developed step by step through designing relative mathematical problems.There are also differences between Chinese and American deep learning classroom dialogue.American mathematical class emphasizes the autonomy and integrity of students'exploration and the development of important views through classroom dialogue,whereas Chinese mathematical class pays more attention on consolidating students'fundamental knowledge and skills,as well as training mathematical thinking through follow-up questions and reflective talk in classroom dialogue.Structured‘EVA-JUS-CUE'model,opening‘EXP-CLA'model and reflective‘REF-ELB-SUP'model are effective questioning models that support individual deep learning.Creating dissent in problems,re-voicing in feedbacks and clarifying deep responses with follow-up questions are effective strategies that support all class deep learning.