基于共享调节的社会性阅读：概念模型及解释

Social Reading Based on Shared Regulation: Conceptual Model and Explanation

当前无论是理论还是实践层面,越来越多的研究开始突破传统阅读的“简单模型”假设,基于问题解决的阅读或有目的的阅读成为重要的研究视角。随着技术的发展,以读者为核心,强调分享、互动、传播的社会性阅读的兴起,使得原有的理论模型面临挑战。将共享调节引入社会性阅读,有助于拓展基于问题解决的阅读的理论视角,构建基于共享调节的社会性阅读的概念模型。这一模型的核心观点是,在具体的阅读活动之前,需要形成个人和群体层面的二阶段心智模型:即情境模型和任务模型。该模型还可以进一步衍生出新的研究假设,构建阅读支架及支持系统,并进行相应的课堂实践。以一门本科课程的阅读活动为解释案例,对该概念模型进行阐释和应用的结果表明,基于共享调节的社会性阅读可以帮助学生提取原先容易被忽略的物理及社会情境因素,形成小组阅读目标和阅读计划,支架及协作工具也有助于社会性阅读过程中的任务理解、计划、监控和调节。这一研究有助于完善新媒体环境下有目的的阅读理论,揭示社会性阅读过程中共享情境和任务形成的影响因素及动态发展过程,也可以为课堂社会性阅读提供可操作的应用模式。

Nowadays,whether from the theoretical level or from the practical level,more and more researches have begun to break through the traditional“simple view”of reading.Reading as problem solving or purposeful reading has become an important research perspective.However,with the development of technology and the rise of social reading which emphasizes sharing,interaction and dissemination and centers on the readers,the old theoretical model faces challenges.Introducing shared regulation into the research on social reading,is helpful to expand the original RESOLV(reading as problem solving)model,and construct a conceptual model of social reading based on shared regulation.The core idea of this model is that it is necessary to establish a two-staged mental model at the individual level and at the group level before the specific reading activities:the context model and the task model.On the basis of the conceptual model,it is possible to further derive hypotheses for empirical research,construct reading activity scaffolding as well as the support systems,and carry out corresponding classroom practice.The study takes an undergraduate course as an explanation case,to illustrate and apply the conceptual model.The pilot studies have shown that social reading based on shared regulation can help students extract physical and social contextual factors that were easily unnoticed before to form reading goals and plans of groups.The scaffolding and the corresponding tools can also help the task comprehension,planning,monitoring,and regulation of social reading.The study helps to improve the theory of purposeful reading in the new media environment,reveals the influencing factors and dynamic development process of shared situations and task formation in the process of social reading,and provides a practical application model in classroom social reading.