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篇名 运用知识建构圈促进学生课堂深度互动研究
並列篇名 Promoting Students’ Participation in Classroom Discussions through Knowledge Building Circle
作者 殷常鸿(Yin Changhong) 、张义兵(Zhang Yibing) 、王晴燕(Wang Qingyan)
中文摘要 课堂话语是促进学生参与课堂互动的核心要素之一,而现有的课堂话语体系多是围绕教师展开的“师生对话”或是被少数“话霸”主导的“生生对话”,缺乏全员互动的“广度”与探究的“深度”。该文以南京市某小学四年一班学生为研究对象,采用准实验方法和基于设计的研究方法相结合的方式,根据知识建构理论利用知识建构圈教学策略开展了为期12周的教学实践。教学实践中通过更改教室座椅布局、调整知识建构圈中师生位次、建立会话规则、明确协商机制以及整合教学内容等教学手段进行多次教学迭代,尝试改进课堂互动效果。在将全程班级课堂互动录像转录为文本的基础上,根据知识深度模型、问题解释深度量表对其编码并进行语义分析。结果表明:采用知识建构圈教学策略能有效的提升学生互动的参与度以及提出问题的“量”与“质”;能推进学生互动的“广度”与“深度”;能提高学生的言语表达能力和人际交往能力,初步实现了课堂由“浅层”互动向“深层”互动的转变。
英文摘要 The discourse is the Key factor to promote students’ participation in classroom interaction. In the current classroom teaching system, almost all class discourses are controlled by teachers or some talkative students, and the classroom interactive inquiry only stays on the surface. In this research, a 12 week teaching practice was carried out in a primary school in Nanjing, and the quasi-experimental method and design-based research method were used for designing the instruction. In the process of teaching practice, the teacher tried to improve the effect of classroom interaction by changing the layout of classroom seats, adjusting the position of teacher and students in the knowledge building circle (KBC), establishing conversation rules, clarifying negotiation mechanism and integrating lessons. At the end of the term, the researcher transformed all the videos of students’ speech into text, and used the depth of knowledge model(DOK) to analyze the depth of students’ questions, and then evaluated the depth of students’ answers through the interpretation scoring scheme. The results showed that KBC strategy not only effectively improves students’ participation in class, but also greatly improves students’ discourse efficiency and quality.
頁次 102-108
關鍵詞 课堂话语 知识建构圈 基于设计的研究 课堂互动 Class Discourse Knowledge Building Circle Design-based Research Classroom Interaction CSSCI
卷期 397
日期 202002
刊名 中國電化教育
出版單位 中國電化教育雜誌社