会话分析:社会学视角下课堂协作学习的多层次探索

Conversation Analysis:Multilevel Exploration of Classroom Collaborative Learning from the Perspective of Sociology

会话是课堂交互的主要载体,可以揭示教学发生发展的内在机制,这对探索协作学习中的复杂交互尤为重要。文章首先通过文献研究总结了既有协作学习研究面临的挑战,包括忽视活动情境性、动态性、多层次性、普遍性与差异性等,在此基础上引入会话分析这一社会学方法,总结了该方法的核心观点,包括语料观、语境观及三大假设等,阐述了其对研究学习之动态发展、课堂交互、知识建构等方面的优势。最后,提出了基于会话分析的协作学习研究的基本过程,主要包括研究方向的初步确定、基于协作学习自然发展的语料收集、基于真实活动发生的客观语料转写、基于会话策略与问题探究的语料转写以及基于会话内部机制的解释性模型的形成与应用五个步骤。

Conversation, the main carrier of classroom interaction, can reveal the internal mechanism of the development of teaching and learning, which is very important for exploring the complex interaction in collaborative learning. This paper firstly summarizes the challenges of collaborative learning research,including ignoring the situation, dynamic, multilayer, universality, and diversity of activities. Then,conversation analysis is introduced, and the key points including corpus, context and three hypotheses of this method are summarized. The paper expounds the advantages of conversation analysis for analyzing dynamic development, classroom interaction and knowledge construction of learning. Finally, the paper proposes the basic process of collaborative learning research, mainly including preliminary determination of study direction, data collection based on the natural development of collaborative learning, objective corpus transcription based on authentic activities, corpus transcription based on conversation strategies and problem inquiry, and the formation of explanatory model based on the internal mechanism of conversation and its application.