知识建构社区课堂互动分析工具的设计与应用  

Design and Application of Analysis Tools for Classroom Interaction in Knowledge Building Learning Community

作　　者：胡金艳[1] 蒋纪平[1] 张义兵[2] HU Jin-yan;JIANG Ji-ping;ZHANG Yi-bing(School of Information Engineering,Henan Institute of Science and Technology,Xinxiang,Henan,China 453003;School of Education Science,Nanjing Normal University,Nanjing,Jiangsu,China 210097)

机构地区：[1]河南科技学院信息工程学院,河南新乡453003 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《现代教育技术》2019年第4期61-66,共6页Modern Educational Technology

基　　金：教育部人文社科青年基金项目"学习投入视角下移动学习资源优化设计的实证研究"(项目编号:18YJC880015);河南省人文社科研究项目"支持社区知识形成的知识建构课堂互动分析系统研究"(项目编号:2019-ZDJH-181);"基于知识建构理论的大学生批判性思维培养的实证研究"(项目编号:2019-ZZJH-225)的阶段性研究成果

摘　　要：如何评价和改进社区成员之间的互动,一直是国内外知识建构研究的重点与难点问题之一。文章以H大学"教育技术学专业英语"课程为例,基于弗兰德斯互动分析系统,重新构建了知识建构课堂互动分析系统。该系统改进与优化的地方包括:精简教师言语部分,增加自由人角色编码等;丰富学生言语部分,细化学生提问-应答编码等;沉寂细分为思考性和混乱性沉寂。课堂应用结果表明:KBIAS能够反映互动主体从教师权威机械到师生民主平等;体现互动模式从单向线性到立体多维的转变;呈现出互动问题从静态预设到动态生成。How to evaluate and improve interaction among community members have always been one of the key and difficult problems existing in the research of knowledge building. By taking the “Professional English for Educational Technology” course as the example, this paper reconstructed the knowledge building-based classroom interaction analysis system (KBIAS) based on Flanders interaction analysis system. The improvement and optimization of the reconstructed system included simplifying teacher’s speech sectors and adding the role of freeman, enriching students’ speech sectors and refining students’ question-answer codes;dividing silence into reflective silence and confused silence. The results of classroom application showed that KBIAS could reflect the transformation of interactive subjects from teacher authority to teacher-student equality, the transformation of interactive models from single linearity to stereo multi-dimension, the presentation of interactive questions from static presupposition to dynamic generation.

关 键 词：知识建构 弗兰德斯互动分析系统 课堂互动 互动分析 

分 类 号：G40-057[文化科学—教育学原理]