In this article, we present a case of teaching argumentation with a dialogic stance to explore how such teaching shapes what counts of argumentation and engages students in a sophisticated and nuanced understanding of argumentation. Adopting a microethnographic approach to discourse analysis, we closely examine the interactions in one argumentation lesson in a high school English class. The findings demonstrate that the teacher's enacted dialogic stance facilitates the construction of argumentation components as organically related and foregrounds argument as inherently connected to and among arguers. This study holds the potential to expand the landscape of the field of argumentation education.

在本文中，我们提出了一个以对话立场进行论证教学的案例，以探讨这种教学如何塑造论证的价值，并让学生对论证有一个复杂而细致的理解。我们采用微观民族志方法进行话语分析，仔细研究了高中英语课上的一个论证课中的互动。研究结果表明，教师制定的对话立场有助于将论证成分构建为有机相关的，并将论证前景化为与论证者之间存在内在联系的。这项研究有可能扩大论证教育领域的前景。