本研究以社会文化理论为视角,以某高校外语学院学术型研究生组会为对象展开个案研究,以对话分析为主要方式,以访谈和反思日志为补充进行质性研究,探讨组会互动中合作对话对外语专业学术型研究生思辨能力的影响过程。研究发现:首先,该研...本研究以社会文化理论为视角,以某高校外语学院学术型研究生组会为对象展开个案研究,以对话分析为主要方式,以访谈和反思日志为补充进行质性研究,探讨组会互动中合作对话对外语专业学术型研究生思辨能力的影响过程。研究发现:首先,该研究生小组组会对话特点是教师主导,学生主动参与,在对话过程中教师和学生能够使用多种策略自由反馈。其次,组会互动中师生及同伴合作对话对研究生思辨能力的培养有重要作用,促进学生对各种思辨技能的灵活运用,并在影响学生思辨认知和情感的基础上促进学生的学术研究发展。因此本研究认为,规律的组会活动有助于研究生思辨能力的培养,使研究生表现出更加深入的学术思考和探索能力及更加积极的学术态度。This study takes a sociocultural perspective and focuses on group meetings interaction among a foreign language academic postgraduates group to conduct a case study, using collaborative dialogue analysis as the primary method, supplemented by interviews and reflective journals. The goal is to explore the impacts of collaborative dialogue on foreign language academic postgraduates’ thinking skills. The findings of the study are as follows: First, the characteristic of the group meeting dialogue is that it is teacher-led, but with active student participation. In the collaborative dialogue process, teachers and students can use various strategies to freely provide feedback. Second, collaborative dialogues among teacher-students and peers during group meetings play an important role in developing thinking skills, promoting flexible use of various cognitive skills, and fostering academic research development by influencing students’ cognitive and emotional aspects of critical thinking. Thus, this study holds that regular group meetings contribute to the cultivation of postgraduates’ critical thinking skills, leading to deeper academic reflection and inquiring abilities, as well as a more positive attitude.展开更多
文摘本研究以社会文化理论为视角,以某高校外语学院学术型研究生组会为对象展开个案研究,以对话分析为主要方式,以访谈和反思日志为补充进行质性研究,探讨组会互动中合作对话对外语专业学术型研究生思辨能力的影响过程。研究发现:首先,该研究生小组组会对话特点是教师主导,学生主动参与,在对话过程中教师和学生能够使用多种策略自由反馈。其次,组会互动中师生及同伴合作对话对研究生思辨能力的培养有重要作用,促进学生对各种思辨技能的灵活运用,并在影响学生思辨认知和情感的基础上促进学生的学术研究发展。因此本研究认为,规律的组会活动有助于研究生思辨能力的培养,使研究生表现出更加深入的学术思考和探索能力及更加积极的学术态度。This study takes a sociocultural perspective and focuses on group meetings interaction among a foreign language academic postgraduates group to conduct a case study, using collaborative dialogue analysis as the primary method, supplemented by interviews and reflective journals. The goal is to explore the impacts of collaborative dialogue on foreign language academic postgraduates’ thinking skills. The findings of the study are as follows: First, the characteristic of the group meeting dialogue is that it is teacher-led, but with active student participation. In the collaborative dialogue process, teachers and students can use various strategies to freely provide feedback. Second, collaborative dialogues among teacher-students and peers during group meetings play an important role in developing thinking skills, promoting flexible use of various cognitive skills, and fostering academic research development by influencing students’ cognitive and emotional aspects of critical thinking. Thus, this study holds that regular group meetings contribute to the cultivation of postgraduates’ critical thinking skills, leading to deeper academic reflection and inquiring abilities, as well as a more positive attitude.
