智慧教室中小学生协同知识建构课堂话语分析——以小学科学课程为例

Discourse Analysis of Collaborative Knowledge Building in Smart Classroom:Taking Primary Science Course as An Example

随着智慧教育、深度学习成为研究焦点,深度知识建构在学生高阶能力培养中变得越来越重要。话语分析是知识建构分析的重要方法,研究基于提问的课堂话语分析框架,以小学五年级学生为研究对象,分析了智慧教室环境中小学科学课堂师生话语序列、教师提问的目的和功能、学生的认知过程和理解水平。研究结果表明,教师在课堂中较容易使用权威型话语,通过反思性评价引导学生以反驳、推断类比的方式回答问题能推动对话情境走向高阶思维层次。学生在探究活动中期和末期表现出较高的认知水平、多点结构理解水平、关联结构理解水平及较多的策略性知识和图示知识。

With smart education and deep learning becoming the main trend, deep knowledge building plays more and more important role in the development of students＂ higher-order ability. Discourse analysis is an important analytic method of knowledge building. Based on a questioning-based discourse analytical framework, this study takes primary school students in 5th grade as research objects and analyzes the discourse series between the teacher and students in science class of smart classroom, the purpose and function of teacher＇s questioning, and students＂ cognitive process and understanding. The research results show that teachers tend to use authoritative discourse in class, and guide students to answer questions through rebuttal and inference analogy by means of reflective evaluation, which can promote the dialogue to the higher level of thinking. Students show higher level of cognition, multi- structure and relational structure, and represent more strategic knowledge and schema knowledge as well in the middle and late stages of inquiry activities.