Small-Group Reflections: Parallels Between Teacher Discourse and Student Behavior in Peer-Directed Groups
Small-Group Reflections: Parallels Between Teacher Discourse and Student Behavior in Peer-Directed Groups
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小组反思：同伴指导小组中教师话语与学生行为的相似之处
DOI：
10.1207/s15327809jls1501_8
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发表时间：
2006
影响因子：
3.8
通讯作者：
Marsha Ing
中科院分区：
文献类型：
--
作者：
N. Webb;Kariane Mari Nemer;Marsha Ing
先前关于小组合作的研究确定了几种显著预测学生学习的行为，例如交换解释和应用收到的帮助。之前的报告重点关注学生行为，以了解为什么许多学生不进行预测学习的行为，而没有探讨教师如何影响小组互动。因此，本文描述了既定的教师的做法，并探讨学生是否以及如何复制教师话语的背景下，一个学期的合作学习计划，在四个中学数学课堂。本文阐述了出现的变化和使变化变得困难的因素。研究结论是，学生的行为在很大程度上反映了教师所塑造的话语和传达的期望。教师倾向于给出无标签的计算、程序或答案，而不是有标签的解释。教师经常使用背诵的方法，在这种方法中，他们承担解决问题的主要责任，让学生只提供离散步骤的答案。最后，教师很少鼓励学生用语言表达他们的想法或提出问题。扮演帮助者角色的学生表现出与老师非常相似的行为：做大部分工作，提供大部分低水平的帮助，很少监测其他学生的理解水平。学生需要帮助的相对被动的行为对应于教师传达的期望，即学习者是教师传授知识的一个相当被动的接受者。
Prior research on small-group collaboration identifies several behaviors that significantly predict student learning, such as exchanging explanations and applying help received. Previous reports focus on student behavior to understand why many students do not engage in behaviors predictive of learning, leaving unexplored how teachers may influence small-group interaction. Consequently, this article describes established teacher practices and examines whether and how students reproduce teacher discourse in the context of a semester-long program of cooperative learning in four middle school mathematics classrooms. This article illustrates changes that emerged and factors that made change difficult. The research concludes that student behavior largely mirrored the discourse modeled by and the expectations communicated by teachers. Teachers tended to give unlabeled calculations, procedures, or answers instead of labeled explanations. Teachers often instructed using a recitation approach in which they assumed primary responsibility for solving the problem, having students only provide answers to discrete steps. Finally, teachers rarely encouraged students to verbalize their thinking or to ask questions. Students adopting the role of help-giver showed behavior very similar to that of the teacher: doing most of the work, providing mostly low-level help, and infrequently monitoring other students' level of understanding. The relatively passive behavior of students needing help corresponded to expectations communicated by the teacher about the learner as a fairly passive recipient of the teacher's transmitted knowledge.