Research on classroom interaction has long been divided between large-scale observation and in-depth ethnographic work. We propose a framework mapping this methodological space along three dimensions--scale, duration, and modality--where a study's position shapes what it reveals and obscures. We illustrate it through contrasting studies of dialogic teaching--Howe et al. (2019) and Snell and Lefstein (2018)--and an interview with the lead researchers, organized around three questions: what can be operationalized, what mechanisms become visible, and what translates to practice. We then examine how AI is expanding this space and how the framework can guide research and tool design.

翻译：长期以来，课堂互动研究一直在大规模观察与深度民族志工作之间分野。我们提出一个沿三个维度（规模、持续时间与模态）绘制这一方法论空间的框架，其中研究所在位置决定了其揭示与遮蔽的内容。我们通过对比对话教学的两项研究——Howe等人（2019）与Snell和Lefstein（2018）——以及针对主要研究者的访谈来阐释该框架，访谈围绕三个问题展开：哪些要素可操作化、哪些机制变得可见、以及哪些发现能转化为实践。进而考察人工智能如何拓展这一空间，以及该框架如何指导研究与工具设计。