课堂争论对学生深度学习的影响:基于交互论证分析  

Influence of Classroom Argumentation on Students’ Deep Learning: A Transaction Argumentation Analysis

作　　者：张光陆[1] 李娜[1] ZHANG Guang-lu;LI Na(College of Teachers Education,Ningbo University,Ningbo 315211,China)

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2022年第2期21-29,共9页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金教育学一般项目“深度学习视角下课堂话语互动的分析与改进研究”(BHA190157)。

摘　　要：课堂话语互动与学习辩证地联接在一起。学习科学的新发展要求不应仅仅研究课堂话语互动环境与结果,更需要实时分析课堂话语互动过程。交互论证分析超越了传统的静态的图尔敏论证模式,能够动态地实时分析课堂话语互动。基于此,本研究聚焦于争论这一典型的课堂话语互动形式,借助交互论证分析,对研究案例进行三步骤分析,不但揭示了学生话语互动中所运用的交互形式,阐明了话语互动质量,而且清晰地描绘了课堂话语互动如何促进个体的深度学习,学生个体的意义构建如何影响小组论断形成,以及作为机构代表的教师如何促进学生的学习。研究表明课堂争论有效促进了学生的深度学习,同时也进一步指出构建新型的教师角色的必要性。Classroom discourse interaction is dialectically connected with deep learning. With the development of learning science, research needs to analyze the process of classroom interaction in situ while focusing on the environment and results of classroom discourse interaction. Transaction argumentation analysis transcends the traditional static Toulmin’s argumentation mode, and dynamically analyzes classroom discourse interactions in situ. This research focuses on classroom argument, a kind of effective discourse interaction to promote deep learning, referring to transaction argumentation analysis to study the cases in three steps. It reveals the transaction mode to be employed in the discourse interaction and clarifies its quality and role in promoting individuals’ deep learning and meaning construction that influences the development of the group arguments,as well as a teacher’s role as the representative of institutions in fostering students’ deep learning. It thus suggests that argumentation can contribute to students’ deep learning and the necessity of reconstructing teachers’ new roles in the process.

关 键 词：争论 深度学习 交互论证分析 课堂话语互动 

分 类 号：G434[文化科学—教育学]