对话教学是一种利用话语的力量提升学生的思维、学习和问题解决能力的教学方法，是培养学生核心素养的重要途径之一。但是当前的课堂中的对话教学多流于形式而缺乏真正的对话精神并且从教育生态学视域出发探究于高中英语课堂对话教学具体策略方法的研究相对较少。因此，本研究以三名参与“教学改进项目”的高中英语教师为研究对象，开展了多个案研究，探究了教育生态学视域下的高中英语课堂对话教学的策略方法，并且分析了教师如何使用对话教学的策略方法构建高中英语生态课堂。

本研究收集了多方数据，包括教学视频，课堂观察，教师反思日志和其他可参考文件例如教学设计，学习单和专家教师对于课堂教学的评价等。此外，研究者整体上围绕研究问题运用了内容分析法进行数据分析，并且针对不同类型的数据使用具体研究工具，包括课堂话语分析，VS 话语图表，对话教学原则，生态课堂框架和生态课堂理论模型等。                     

研究结果表明：三名英语教师使用的对话教学策略方法在课堂互动形式，课堂话语结构，教师提问方式，学生的独立探索和对话的使用等五个方面存在一定程度的差异，但是更多对话教学策略方法的共同点也通过数据分析得以呈现。研究者进而探究了三名教师通用的对话教学策略方法对于英语课堂产生的影响，并结合生态课堂的框架和生态课堂理论模型进行分析，从而凸显了教育生态学视域下对话教学和生态课堂的联系。具体而言，首先三名教师都在课堂中采用多样的互动形式以促成学生广泛和活跃的课堂参与。第二，三名教师都采用有节奏且灵活的课堂话语结构以组织目标明确的课堂活动和及时的指导。第三，三名教师都运用列联式（contingent）的展示性问题和真实问题从而促成学生英语学科核心素养的逐渐形成。第四，三名教师都在课堂中留给学生充分的独立探索的时间从而培育了学生的探究精神，建构了和谐且有节奏的课堂。第五，教师在课堂中将多反馈的“支架型对话”置于优先位置，实现了课堂中的深入交流，精神的相遇以及生命的成长。
       最后，本文基于研究发现提出了对于高中英语教师在课堂中使用对话教学时的建议，以促进英语生态课堂的建设，力求为一线高中英语教师在课堂中有效落实对话教学提供一定的参考价值。

       Dialogic teaching is a general pedagogical approach that capitalizes on strategically using the different types of talk in the classroom context to enhance students' thinking, learning, and problem-solving, which is important for cultivating students' core competencies with the curriculum reform efforts in China. However, many applications of dialogic teaching are just a formality without the real dialogic spirit. The research focused on specific methods of dialogic teaching based on educational ecology is rarely found.
       Thus, this study selects three participants who have participated in different "Teaching Improvement Projects" and conducts a multiple case study. The whole research revolves around exploring the methods of dialogic teaching in senior high school English classrooms from the perspective of ecological education and analysing how teachers apply these methods of dialogic teaching to construct the English ecological classroom in senior high school from the perspective of ecological education. 
       More specifically, multiple data are collected in this study, including teaching videos, observations, reflection logs and other artifacts, such as teaching design, the students' worksheet and the expert's feedback on the class. As for the data analysis method, the content analysis method is adopted, and different data is analysed by various methods and instruments, including the discourse analysis method, the VS diagram for the talking pattern, the principle of dialogic teaching, the framework of the ecological classroom and the theoretical model for the ecological classroom. In this way, multi-aspect quantitative and qualitative analysis can be conducted. 
       Research results have indicated that the three teachers use slightly different methods of dialogic teaching in the aspect of interactive settings, the classroom discourse pattern, teacher questions, students' individual exploration and the use of dialogue. However, more similarities in the methods of dialogic teaching are shared. Thus, the researcher further explores the effects of these shared methods of dialogic teaching in the English classroom and refers them to the framework of the ecological classroom and the theoretical model of the ecological classroom. In this way, the relation between the methods of dialogic teaching and the ecological classroom under the educational ecology perspective is revealed. 
       Specifically, all three teachers first apply multiple interactive settings to invite wide-range and dynamic engagement. Secondly, they have used rhythmic and flexible talk patterns to organize purposeful teaching activities and timely guidance. Thirdly, they ask contingent display and authentic questions to cultivate students' English core competencies gradually. Fourthly, they all spare ample time for individual exploration to nurture students' explorative spirit and construct a harmonious rhythmic classroom. Finally, they privilege scaffolded dialogue with multiple feedback and in-depth interaction to encourage spiritual encounter and vitality in the English classroom.
       In the end, five suggestions for teachers' application of dialogic teaching are offered based on the findings so that they could try to use these methods of dialogic teaching that contribute to the construction of English ecological classrooms.