刘婷婷，上海大学国际教育学院教师。丹麦奥胡斯大学教育学博士，英国伦敦大学教育学院访问学者。研究方向为阅读教学理论与实践研究、汉语国际教育。现主持上海市哲学社会科学青年项目，获上海市“浦江人才”计划资助，出版译著《想象知识：在各学科内培养语言能力》（上海教育出版社）。

Chapter 1 Introduction： Dialogue in the Literature Classroom
1．1 Overview of the Topic
1．2 Educational Contexts of Denmark and China
1．3 The State of the Art - Current Research in the Field
1．4 Research Gap and Research Questions
1．5 The Meaning of Dialogic in the Literature Classroom： Theoretical Framework

Chapter 2 Qualitative Case-Study Research on Classroom Interactions
2．1 Research Design
2．2 Research Setting
2．3 Research Procedures and Specific Methods
2．4 Building Trustworthiness
2．5 Conclusion

Chapter 3 The Case of Teacher S
3．1 Contextual Cultures
3．2 Pre-Observation： Teacher S's Perceptions of Literature Teaching
3．3 During-Observation： Three Types of Classroom Interactions
3．4 Post-Observation： Comments and Reviews
3．5 Conclusion

Chapter 4 The Case of Teacher P
4．1 Contextual Cultures
4．2 Pre-Observation： Teacher P's Perceptions of Literature Teaching
4．3 During-Observation： Three Types of Classroom Interactions
4．4 Post-Observation： Comments and Reviews
4．5 Conclusion

Chapter 5 The Case of Teacher X
5．1 Contextual Cultures
5．2 Pre-Observation： Teacher X's Perceptions of Literature Teaching
5．3 During-Observation： Three Types of Classroom Interactions
5．4 Post-Observation： Comments and Reviews
5．5 Conclusion

Chapter 6 The Case of Teacher Z
6．1 Contextual Cultures
6．2 Pre-Observation： Teacher Z's Perceptions of Literature Teaching
6．3 During-Observation： Three Types of Classroom Interactions
6．4 Post-Observation： Comments and Reviews
6．5 Conclusion

Chapter 7 Going Further with Comparing the Cases Discussions and Conclusions
7．1 Synthesis of Findings for R Q1： Summaries of the Findings
7．2 Synthesis of Findings for RQ2： Differences and Commonalities
7．3 Theoretical and Empirical Discussions
7．4 Implications for Reading Pedagogy from the Perspective of Positioning
7．5 In Closing： Contributions of the Study

Bibliography
Appendices
Index