口语报告法及其在数学教育研究中的应用述评  

A Review of Verbal Protocol Analysis and Its Application in Mathematics Education Research

作　　者：张勇 熊斌 ZHANG Yong;XIONG Bin(School of Mathematical Sciences,East China Normal University,Shanghai 200241,China;Shanghai Key Laboratory of Pure Mathematics and Mathematical Practice,Shanghai 200241,China)

机构地区：[1]华东师范大学数学科学学院,上海200241 [2]上海市核心数学与实践重点实验室,上海200241

出　　处：《数学教育学报》2021年第2期83-89,共7页Journal of Mathematics Education

基　　金：上海市核心数学与实践重点实验室课题——数学实践(18DZ2271000)。

摘　　要：口语报告法是研究认知过程的基本方法.口语报告法的实施一般包括任务设计、记录口语报告、编码分析和结果汇报.口语报告反应性的元分析表明:出声思考不改变思维过程,与其它类型的口语报告性质不同,出声思考口语报告的客观性更强.口语报告法可广泛用于旨在探求规律或解释现象的基础研究和旨在解决实践问题的应用研究;国内数学教育研究者对口语报告法的研究成果相对零散孤立;国内外已有研究存在用出声思考泛指同时性口语报告、口语报告的收集和分析不严谨等问题.今后的研究应详细说明口语报告的程序和编码信度的建立过程.Verbal protocol analysis is a basic research methodology for studying cognitive processes.To promote its application,this paper reviews the methodological process of verbal protocol analysis and related mathematical education research.The first part outlines its historical development,principles and types,disadvantages and advantages,scope of application,and implementation procedure.Meta-analysis of the reactivity of verbal reports shows that think-aloud does not change thought processes and is different from other types of verbal reports.It is suggested that future studies should explain verbalization procedures and how to determine inter-coder reliability in detail.The second part of the paper gives a profile of its use within mathematics education research.The existing research is divided into theory-oriented pure research and practice-oriented applied research.Based on the methodological review of verbal reports,this article points out inconsistencies and problems in previous studies and provides suggestions for methodological applications and future research.

关 键 词：认知过程 口语报告 口语记录分析 出声思考 数学教育 

分 类 号：G632.4[文化科学—教育学]