知识建构社区中生成性角色的演变过程分析

Analysis on Evolutionary Process of Emergent Roles in Knowledge Building Community

工业社会以来所形成的班级上课制,多是按照固定脚本(教案)实施教学的,学生在教学中的角色多是预设好的。知识建构教学反对用固定脚本过多的控制学生,提倡通过学生对知识的主动认知自发生成角色。因此,需要不断探明的一个主要问题是:生成的角色会如何演化?其演变对知识建构教学的效果有什么样的影响?本研究采用基于设计的研究方法,力图在小学三年级一个班级一个学期科学课的教学实践中,持续优化知识建构教学过程,进而探究该学习社区中学生的生成性角色的类型及其演变规律。数据统计与分析主要采用时间序列分析法和多重线性回归分析法,对学生的课堂会话进行编码、统计与分析。研究结果表明:知识建构社区中会自动生成五类典型的角色,并随时间推进产生不同的演变。摸清五种生成性角色的演变规律,有助于教学实践者辨别角色类型、诊断角色问题、预测角色变化。底层规律的揭示,也将对深入挖掘知识建构社区中的角色定位提供一定的理论支持。

Since the industrial society,the classroom teaching has been implemented according to the fixed script(the teaching plan),and the roles of students in teaching is mostly preset.While knowledge building instruction is against the use of fixed scripts to control students,and encourages self-generating roles through students'active cognition of knowledge.Therefore,a main problem that needs to be constantly identified is how the emergent roles evolve?And how does that evolution affect the teaching effect of knowledge building?This study adopts design-based research to continuously optimize the teaching process of knowledge building in the teaching practice of a science class of Grade 3 in a primary school,so as to explore the types and evolution rules of emergent roles of students in learning community.Time series analysis method and multiple linear regression analysis are mainly used to encode and analyze students'classroom conversations.The results show that five emergent roles are automatically generated in knowledge building community,which has evolved with time.Finding out the evolutionary laws of the emergent roles will help the teaching practitioners to identify the role types,diagnose the role problems,and predict the role changes.Revealing the underlying laws will provide some theoretical support for the in-depth exploration of the role positioning in knowledge building community.