对话型课堂中学习者自我价值的实现——一项针对同伴互评参与者的个案研究  

Realization of a Learner's Self-worth in Dialogue-type Class:A Case Study of Peer Review Participants

作　　者：黄均钧 肖敏 孙才雅 Huang Junjun;Xiao Min;Sun Caiya(University of Science and Technology,China;Wuhan University,China)

机构地区：[1]华中科技大学外国语学院 [2]武汉大学外国语言文学学院

出　　处：《日语学习与研究》2020年第4期47-57,共11页Journal of Japanese Language Study and Research

基　　金：2019年度中央高校基本科研业务费专项资金华中科技大学自主创新基金(项目编号:2019WKYXQN014)的阶段研究成果。项目主持人:黄均钧。

摘　　要：本文以同伴互评活动中学生张敏(化名)“敢发言”的学习收获为研究契机,收集了该生一学期以来参与小组讨论的录音、期末总结报告以及课后访谈等资料,描述、分析了该生“敢发言提问”的过程及原因。研究结果表明:对该生而言,“敢发言”是一个以观察者角色为起点,逐渐向气氛调节者、提问者、辩答者及建议者等多重角色过渡、发展的过程。之后,本文对“基于同伴认同的角色拓展”以及“自我身份认同的变化”两大影响因素进行了讨论,揭示了外语课堂在促进学生发展上的可能性。Inspired by the learning achievement of a student narned Zhang Min(pseudonym),who said she"became bold to speak"in peer review activities,this paper collects the recording,final summary report,after-class interview and other materials that this student made when participating in group discussions in one semester,and describes and analyzes the process and reasons of the student to report she"became bold to speak and ask questions".The results show that for the student,the process of"became bold to speak"starts with the role of observer,and gradually transits and develops to multiple roles such as atmosphere regulator,questioner,arguer and advisor.Afterthat,this paper discusses the two influential factors of"role expansion based on peer identity"and"change of self-identity",revealing the possibility of foreign language classroom in promoting students'development.

关 键 词：课堂角色 对话型课堂 课堂社会 自我实现 

分 类 号：H36[语言文字—日语]