Children's Talk and the Development of Reasoning in the Classroom
Children's Talk and the Development of Reasoning in the Classroom
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儿童谈话与课堂推理的发展
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
Lyn Dawes
中科院分区：
文献类型：
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作者：
N. Mercer;R. Wegerif;Lyn Dawes
60名9 - 10岁的英国小学生和他们的老师参加了一项实验教学计划，旨在通过培养他们的语言使用意识和促进某些“基本规则”来提高儿童的推理和协作活动的质量。观察和分析了儿童在课堂上进行协作活动时随后使用的语言，并研究了对他们在Raven's Progressive Matrices非语言推理测试中表现的影响。比较数据收集自对照组的儿童。话语的定性和定量分析表明，目标儿童的语言使用的显着转变，在雅阁的教学计划的目的，并表明，坚持基本规则，帮助群体解决推理测试问题。孩子们在瑞文测试中的个人成绩也有所提高。这些发现支持了智力发展的社会文化观。
Abstract Sixty British primary school children aged 9‐10 and their teachers took part in an experimental teaching programme, designed to improve the quality of children's reasoning and collaborative activity by developing their awareness of language use and promoting certain ‘ground rules’ for talking together. Children's subsequent use of language when carrying out collaborative activities in the classroom was observed and analysed, and effects on their performance on Raven's Progressive Matrices test of non‐verbal reasoning were also investigated. Comparative data were gathered from children in matched control classes. Qualitative and quantitative analyses of discourse showed a marked shift in target children's use of language in accord with the aims of the teaching programme, and demonstrated that adherence to the ground rules helped groups solve the reasoning test problems. Children's individual scores on the Raven's test also improved. These findings support a sociocultural view of intellectual devel...