知识建构社区交互行为对观点深度影响的研究  

A Study on the Impact of Community Interactive Behavior on Viewpoint Depth in Primary School Chinese Language Knowledge Construction

作　　者：张红艳[1] 王韵 ZHANG Hong-yan;WANG Yun(Teachers College,Shihezi University/Bingtuan Education Institute,Shihezi 832003,Xinjiang,China;Changsha Gaocang Middle School,Changsha 410134,Hunan,China)

机构地区：[1]石河子大学师范学院/兵团教育学院,新疆石河子832003 [2]长沙市高仓中学,湖南长沙410134

出　　处：《兵团教育学院学报》2025年第1期26-30,共5页Journal of Bingtuan Education Institute

基　　金：国家新闻出版署2022年度出版融合发展(外研社)重点实验室专项课题“利用知识建构提升小学英语课堂教学质量改革研究”。

摘　　要：知识建构理论注重学习者主动提出观点,通过各种交互行为让学生提出的观点走向更深的层次。文章对18节知识建构课堂交互行为进行了分析,探究不同交互行为对观点深度的影响。研究发现,知识建构社区中交互行为对观点深度的作用主要表现在教师的言语行为和学生的言语行为两个方面,其中教师语言行为对观点深度的作用要大于学生语言行为的影响,由此可见知识建构社区走向深入教师的言语行为引导非常重要。The theory of knowledge construction emphasizes that learners actively propose their viewpoints and engage in various interactive behaviors to take their viewpoints to a more profound level.The article analyzes the interactive behavior in 18 knowledge construction classes and explores the impact of different interactive behaviors on the depth of viewpoints.The findings reveal that the impact of interactive behavior on viewpoint depth in knowledge construction communities is mainly manifested in speech acts of both theachers and students..Among them,teachers'language acts exert a more significant impact on the depth of viewpoints than those of students.Therefore,the critical role of teachers'speech acts in guiding the depth understanding of knowledge construction communities is very important.

关 键 词：知识建构社区 交互行为 观点深度 影响 

分 类 号：G434[文化科学—教育学]