基于同伴支架的问题引导式合作阅读模式建构实证研究

An Empirical Study on the Construction of Problem-based Cooperative Reading Model Based on Peer Scaffolding

本文以支架理论为基础,旨在探索在学生自主合作学习环境下,同伴支架对英语阅读能力的影响。基于以问题引导的学生小组合作阅读后采集的课堂数据,研究发现同伴与教师一样可以提供支架,同伴支架能促进学生阅读能力提高,尤其是细节信息的把握。相对而言,异质组合的支架效度和学习效果优于同质组合。但同伴支架受限于同伴水平、合作默契,母语思维和词汇问题,教师在利用同伴支架教学需要主要考虑教材选取、组合配对与思维导向。

Based on scaffolding theory,this paper aims to explore the influence of peer scaffolding on English reading ability in the context of autonomous cooperative learning.According to the classroom data collected after reading in groups guided by questions,the study found that peers,like teachers,can provide scaffolds,which can promote the improvement of students'reading ability,especially the grasp of detailed information.Relatively speaking,heterogeneous combinations have better scaffold validity and learning effect than homogeneous combinations.However,peer scaffolding is limited by peer level,tacit cooperation,native language thinking and vocabulary problems.Therefore,teachers should mainly consider the selection of teaching materials,combination and matching,and thinking orientation when using peer scaffolding theory for teaching.