在科技时代，普遍的技术教育对于个人、国家与社会的可持续发展，对于科技领域自身的健康发展，都具有重要意义。通用技术成为国家课程不足二十年，其课程实施与教学实践仍处于成长期，理论与实践研究亟待加强。尤其是对“通用技术课堂中技术学习究竟如何发生”这样微观却基础的问题，更是迫切需要通过教育研究来给予回应。

学校课堂是人才培养的主阵地，是学生学校技术学习发生的主要场域。师生对话在课堂教学中占据三分之二时间之多，是发生频率最高的教学行为。21世纪，课堂对话研究进入“关注课堂对话对认知发展影响”的新时期。课堂对话研究者倡导通过深度的质性分析来揭示课堂学习过程的微观机制，倡导研究个体是如何在课堂中互动、研究对话过程如何影响个体理解，从而深刻揭示课堂话语中学科学习是如何发生的。

通用技术课堂中，师生对话是学生技术学习发生的重要路径和外显依据。基于以上背景，本研究提出三个研究问题：（1）通用技术课堂教学中，师生对话呈现出哪些自然特征？不同课型的课堂对话自然特征有何差异？（2）课堂对话蕴含着师生怎样的技术观、技术教学观与技术学习观？（3）通用技术课堂教学中，能够实现或促进深度学习的课堂教学对话行为，具有怎样的特征？

本研究的研究对象是高中通用技术学科的课堂对话。研究采用目的取样法，选择了4位通用技术教师的16个课时的常态课进行分析。4位教师覆盖了新手教师、熟手教师、专家教师等不同教师发展阶段。本研究的会话分析的主要过程与方法：录制自然状态下的课堂对话、客观转写录音资料、选择分析片段、研究课堂对话特征、描述课堂对话案例。主要研究结论为：

第一，在通用技术课堂对话自然特征方面，本研究发现通用技术课堂对话具有话轮密集且持续、话题广泛且深入、话权集中三个特征；不同课型的课堂对话自然特征存在差异，知识讲授型对话序列持续时间明显高于其他课型，项目实施型对话序列平均持续时间最短，项目实施型和项目评价型课堂的话语密度较高，知识讲授型和项目启动型课堂的话语密度较低。

第二，在通用技术课堂对话教学意义方面，发现通用技术课堂对话映射出师生技术观，教师的技术观较为完善，由技术本质观、技术价值观、人技关系关构成，学生的技术观初具雏形；通用技术课堂对话体现出技术“教与学”观念。

第三，在促进技术深度学习发生的课堂教学行为方面，发现发生技术深度学习的对话特征包括师生话语比接近1：1，教师回应学生的方式灵活多元，学生在回答问题之外，也有许多表达观点和提出问题的话语，技术态度更为积极，能够对一些技术问题提出设想，能够描述技术的方法与过程，在教师的帮助和完善下能够修正回答，体现出学生技术学习的主体性，具备一定的知识深度理解和迁移能力。促进技术深度学习的对话特征包括：封闭性问题多，能够提取和调动学生已有经验或检验新知识的记忆和理解，如教师能通过教学设计和指导进一步将经验与知识建立起结构性关系，则有助于未来技术深度学习的发生；教师讲授占比较高，有大量的操作指导、解释原理话语；学生存在消极技术态度，教师能够进行如鼓励启发等有效回应，促使学生转变技术态度，为技术深度学习发生创造条件。

本研究的创新之处是为技术学科课堂对话研究提供新思路，形成了“课堂对话自然特征-课堂对话教学意义-基于课堂对话的教学行为”的分析方向，对于自然特征和教学意义形成了层次分明的内部分析框架；此外，本研究还拓宽了会话分析理论的研究视野与适用范围。本研究也存在不足。例如理论分析框架需进一步完善和凝练，研究结论的提炼度和准确度还值得改进，应增加半结构化访谈解释语言行为背后的主观意图。后续研究方向包括形成技术学科课堂对话分析方法体系、建立基于课堂对话的课堂教学质量评价标准等。

In the era of science and technology, universal technical education is of great significance to the sustainable development of individuals, countries and society, and the healthy development of science and technology. General technology education has become a national curriculum for less than 20 years. The curriculum implementation and teaching practice are still in a growing period. The theoretical and practical research needs to be strengthened. Especially for the micro but basic problem of "how does technology learning happen in general technology classroom", it is urgent to respond through educational research.

School classroom is the main position of talent training and the main field of students' school technology learning. Teacher-student dialogue takes up as much as two-thirds of the time in classroom teaching, which is the teaching behavior with the highest frequency. In the 21st century, the study of classroom dialogue has entered a new period of "paying attention to the impact of classroom dialogue on cognitive development". Classroom dialogue researchers advocate to reveal the micro mechanism of classroom learning process through in-depth qualitative analysis, advocate to study how individuals interact in the classroom and how the dialogue process affects individual understanding, so as to deeply reveal how subject learning occurs in classroom discourse.

In general technology classroom, teacher-student dialogue is an important path and explicit basis for students' technology learning. Based on the above background, this work puts forward three research questions: (1) What are the natural characteristics of teacher-student dialogue in general technology classroom teaching? What are the differences in the natural features of classroom dialogue in different class types? (2) What are teachers' and students' conceptions of technology, technology teaching and technology learning contained in classroom dialogue? (3) How can we promote the general teaching behavior in the classroom or the general teaching technology?

The research object of this work is the classroom dialogue of general technology in senior high school. The purpose sampling method was used to analyze the 16 classes of normal classes of four general technology teachers. The four teachers cover different stages of teacher development, such as novice teachers, skilled teachers and expert teachers. The main process and methods of conversation analysis in this study: recording classroom dialogue in natural state, objectively transcribing recorded materials, selecting analysis fragments, studying the characteristics of classroom dialogue and describing classroom dialogue cases. The main conclusions are as follows:

First, in terms of the natural characteristics of general technology classroom dialogue, this work finds that general technology classroom dialogue has three characteristics: intensive and continuous turns, extensive and in-depth topics and centralized speaking rights. There are differences in the natural characteristics of classroom dialogue in different course types. The duration of knowledge teaching dialogue sequence is significantly higher than that of other course types. The average duration of project implementation dialogue sequence is the shortest. The discourse density of project implementation and project evaluation classroom is higher, and the discourse density of knowledge teaching and project initiation classroom is lower.

Second, in terms of the teaching significance of general technology classroom dialogue, it is found that the general technology classroom dialogue reflects the technical views of teachers and students. The technical views of teachers are relatively perfect, the conceptions of technology essence, technical values and human technology relationship are formed. The technical views of students are beginning to take shape. General technology classroom dialogue reflects the concept of "teaching and learning" of technology.

Third, in terms of classroom teaching behaviors that promote the occurrence of technology in-depth learning, it is found that the dialogue characteristics of technology in-depth learning include that the teacher-student discourse ratio is close to 1:1, the ways teachers respond to students are flexible and diverse, students also have many words to express their views and ask questions in addition to answering questions, have a more positive technical attitude, can put forward ideas on some technical problems, and can describe the methods and processes of technology, With the help and improvement of teachers, they can correct the answers, reflect the subjectivity of students' technical learning, and have a certain ability of in-depth understanding and transfer of knowledge. The dialogue features of promoting technology in-depth learning include: there are many closed questions, which can extract and mobilize students' memory and understanding of existing experience or test new knowledge. If teachers can further establish a structural relationship between experience and knowledge through instructional design and guidance, it will contribute to the occurrence of technology in-depth learning in the future; Teachers' teaching accounts for a high proportion, and there are a large number of operation guidance, explanation principle discourse; Students have negative technical attitudes, and teachers can respond effectively, such as encouragement and inspiration, to promote students to change their technical attitudes and create conditions for in-depth technology learning.

The innovation of this study is to provide research ideas for classroom dialogue of technology discipline, form the analysis direction of "natural characteristics of classroom dialogue - teaching significance of classroom dialogue - teaching behavior based on classroom dialogue", and form a hierarchical internal framework for the analysis of natural characteristics and teaching significance; In addition, this study also broadens the research vision and application scope of conversation analysis theory. There are also deficiencies in the research. For example, the theoretical analysis framework needs to be further improved and condensed, and the refinement and accuracy of the research conclusions need to be improved. Semi structured interviews should be added to explain the subjective intention behind language behavior. The follow-up research directions include forming the analysis method system of classroom dialogue of technology discipline, establishing the evaluation standard of classroom teaching quality based on classroom dialogue and so on.