在教育教学改革迈向深化发展阶段的背景下，伴随着《义务教育语文课程标准（2022年版）》的颁布，为更好实现核心素养的育人功能，对话教学日益受到更多关注。但在语文对话教学落地于实践的过程中面临着现实困境，如将对话与问答等同造成“满堂问”、对学生的回应“倾听无能”、以定性评价为主缺乏深入沟通探讨、出现“言者即有理”的教师主导作用遮蔽等诸多问题；除此之外，既有研究缺乏聚焦于初中语文课堂的回音话语研究，欠缺聚焦于该学科的课堂话语探微。基于此，本研究将目光聚焦于初中语文对话教学中的教师理答领域，探微至教师回音话语的运用。回音话语（Revoicing）作为教师进行理答的特殊策略之一，关注教师对学生回应内容的再表达，回音话语的运用既改变了传统三段式话语结构中的封闭型特征，同时让学生感受到被倾听、被尊重、被理解，也让教师主导作用得到适切发挥，以此更好地实现对话教学效果；同时，本研究也为教师回音话语研究提供独特的中国课堂话语故事。

本研究以教师回音话语这一理答策略为切入口，透视初中语文对话教学中的课堂互动情境，聚焦于探讨教师回音话语的本体样态、功能发挥以及策略要点。采用话语分析的方法，选取了18节初中语文课堂教学实例进行分析。在资料收集中采用非参与式观察法、半结构型访谈法以及实物收集法；在资料分析中主要采用视频分析法，辅之以相应文字、录音等素材，对课堂互动话语进行转录以及首轮编码处理。其后，结合要素构成、呈现方式、回合结构的分析框架对转录文本进行二次编码，以期把握初中语文对话教学中教师回音话语的本体样态；其次，为避免陷入课堂话语分析脱离情境的碎片化问题，将回音话语置于完整的教学过程中进行深度剖析，阐释其功能发挥机制；最后，综合上述讨论，尝试分析概括初中语文对话教学中教师回音话语运用的策略要点，为后续初中语文课堂中教师回音话语运用提供经验依托。

研究发现，初中语文课堂中教师回音话语呈现出多重向性的本体结构特征。其中向内性主要体现在要素构成中，内部构成主要分为单一要素、双重要素、多重要素三类组合，要素间灵活调整，合理整合；向前性主要体现在回音话语的呈现方式上，涉及对先前学生回应内容的重复、改述、拓展、征询、宣告五种，在呈现方式上动态选择，适切反馈；向前向后性主要体现在回音话语参与的话语回合结构上，主要包括辐射式、推理式、确证式、统整式、开放式五类，与教育意图密切关联，进行恰当开放。

在功能发挥上，初中语文对话教学中教师回音话语具有三维指向的功能作用：一是聚焦课堂教学任务，促进语文深度学习，帮助达成教学效果；二是自然引导教学走向，进行多元多样评价反馈，发挥教师主导作用；三是促成学生生成“负责的言谈”，提升学生主体参与，学生主体作用得到彰显。

在运用策略要点上，初中语文教师应科学合理地运用回音话语，遵循情境适切性、适度开放性、递进深化性以及平等对话性。具体来说包括依据情境统合运用多元回音话语、推进课堂话语结构由封闭型向恰当开放型迈进，以回音话语为工具促进语文深度学习以及积极营造磋商共建、民主开放的课堂氛围，以此更好实现对话教学效果。

In the context of the deepening development of education and teaching reform and the promulgation of the Chinese Curriculum Standards for Compulsory Education (2022-year Edition), the teaching method of dialogue teaching has received more and more attention in order to better realize the nurturing function of core literacy. However, in the process of implementing Chinese dialogue teaching in practice, there are many practical dilemmas, such as equating dialogue with Q & A, resulting in "full of questions", "incompetent listening" to students' responses, lack of in-depth communication and discussion with mainly qualitative evaluation and so on. In addition, there is a lack of research focusing on the revoicing in middle school Chinese teaching, and a lack of classroom interaction research focusing on this subject. This study focuses on the teacher's response in the Chinese dialogue teaching of middle school , and explores the use of teacher's revoicing discourse. Revoicing, as one of the special strategies of teachers' classroom responses, focuses on the re-expression of teachers' responses to students' answers. The study also provides a unique Chinese classroom story for the study of revoicing.

This study takes teachers' revoicing as an entry point to examine the classroom interaction in the context of middle school Chinese dialogue teaching and focuses on the overall patterns, functions, and strategies of teachers' revoicing in middle school Chinese dialogue teaching. This study adopts the method of discourse analysis and selects 18 Chinese classroom teaching examples in middle school for analysis. In the data collection, non-participant observation, semi-structured interviews, and physical collection were used; in the data analysis, video analysis was mainly used, supplemented by corresponding text and audio materials, to transcribe the classroom interactive discourse and form the first round of "text - chapter - syntagm - turn" coding process. After that, the transcribed texts were coded twice by combining the analysis framework of element composition, presentation mode and exchange structure, in order to grasp the overall pattern of teachers' revoicing in middle school Chinese dialogue teaching; secondly, in order to avoid the problem of fragmentation of classroom discourse analysis out of context, the revoicing was placed in the complete teaching process for in-depth analysis and interpretation, and the function playing mechanism was explored; finally, by synthesizing the above discussion, an attempt was made to analyze and summarize the teacher's revoicing in middle school Chinese dialogue teaching. Finally, this study analyzes and summarizes the main points of the strategies for using teachers' revoicing in middle school Chinese dialogue teaching, and provide experience for subsequent application.

The study found that the ontology of the teacher's revoicing in the middle school Chinese teaching was divided into three categories: single, double, and triple elements, which were flexibly adjusted and reasonably integrated; five types of methods were involved: repetition, rephrasing, expansion, inquiry, and announcement, which were dynamically selected and appropriately fed. The structure of revoicing includes five types: radial, inferential, confirmatory, integrative, and open-ended, which are closely related to the educational intention and are appropriately open.

In terms of function, teachers use revoicing to focus on teaching tasks, promote in-depth Chinese learning, and help achieve teaching effectiveness; to naturally guide the direction of teaching and learning, provide diversified evaluation feedback, and play the leading role of teachers; and to enable students to generate "accountable talk", enhance students' participation, and highlight the role of students' subjectivity.

In terms of application strategies, Chinese teachers in middle school should use revoicing scientifically and reasonably, which should follow the appropriateness of the situation, moderate openness, progressive deepening and equal dialogue. Specifically, it includes the integrated use of multiple revoicing methods according to the situation, promoting the classroom discourse structure from closed type to appropriate open, using revocing as a tool to promote the in-depth learning of Chinese, and actively creating a consultation and co-construction, democratic and open classroom atmosphere, so as to better achieve the effect of dialogue teaching.