在争论环境中展示共识:儿童同行讨论中的共同构造
Judith Kreuz1, Martin Luginbühl2
1Centre of Oral Communication, University of Teacher Education Zug, Zug, Switzerland.
概括
孩子 孩子 孩子 孩子
科学领域:
- 儿童语言习得 儿童语言习得
- 发展心理学是发展心理学.
- 教育心理学教育心理学
背景情况:
- 有效地参与对话需要各种各样的互动活动.
- 在口头同行讨论中,共同构建对于儿童的参与至关重要.
- 了解共同构造可以让我们深入了解儿童的口语能力.
研究的目的:
- 在小学儿童 (2-6年级) 的口头同行小组讨论中调查共同构造.
- 分析形态语法和论证结构共同构造.
- 确定共同构造作为口语技能指标的作用及其在合作学习中的重要性.
主要方法:
- 来自180个同行讨论的更大群体的60个成绩单的分析.
- 在形态语法和论证结构层面对共同构造的检查.
- 专注于识别和完成/扩展对话结构.
主要成果:
- 协同构建在同行讨论中同步思考和行动.
- 共同构造是儿童口语技能的关键指标.
- 这些协作过程对于合作式学习环境至关重要.
结论:
- 共同构造对于孩子们"参与"讨论是必不可少的.
- 这些发现有助于评估学生的口头辩论技巧.
- 结果帮助教育工作者设计有效的论证任务和评估工具.
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