本文以 Vygotsky 社會建構論作為語文學習的理論背景，並從教室言談的角度，分析學童語文知識的建構方式與歷程。國內有關社會建構理論的論述與研究不在少數，但針對教室言談所進行的研究並不多。研究者認為教室言談的營造有助於改善教學現況，特別是針對社會建構學習理念而言，能具體呈現學童的知識建構方式與歷程。本研究採用教室觀察法，研究樣本為鄉村學校的國小二年級學生，由研究者與教學者合作營造語文教室言談與知識建構。透過教學實例的言談分析，本研究發現：1.教室言談有助於學童語文知識的理解與內化；2.教室言談提供學童語文知識分享的機會；3.學童語文知識的建構途徑包括模仿、推論與重組；4.教室言談展現學童知識建構之歷程；5.教室言談植基學童的生活經驗。

The main purpose of this study was to analyze how children to construct their knowledge of Chinese language art. In order to show the process of knowledge construction of children, the researcher considerably concerned about classroom discourse.

About teaching research, many researchers applied social constructivist in their studies, but few focused on classroom discourses. The social constructivist was explored in a second grade class. Classroom observation was conducted to collect data for the understanding of students' knowledge construction.

The findings of this study are as follows:

1. Classroom discourses could improve students' language knowledge comprehension.
2. Classroom discourses could increase the opportunities for knowledge-sharing.
3. The ways students used to construct their language knowledge include modeling, rea-soning, and reconstructing.
4. In classroom discourse, we could find the process of knowledge construction of chil-dren.
5. Classroom discourses were build on students' experience.

教室言談、知識建構、語文教學、社會建構主義、維高斯基

classroom discourse, knowledge construction, language art teaching, social constructivist, Vygotsky