Next Generation Research in Dialogic Learning
Next Generation Research in Dialogic Learning
复制标题
对话学习的下一代研究
DOI：
10.1002/9781118955901.ch13
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Faith Schantz
中科院分区：
文献类型：
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作者：
L. Resnick;C. Asterhan;S. Clarke;Faith Schantz
一小部分但有力的证据表明，某些形式的课堂讨论可以产生超出实际讨论主题的学习收获。在一系列国家中，与未接受治疗的对照组相比，参与对话的学生表现出更好的初始学习，并在更长的时间内保留他们的学习成果。在某些情况下，在对话中学习的学生甚至比没有接受治疗的学生表现更好。在这一章中，我们回顾了证据，并考虑了为什么对话可能会产生这些影响，同时考察了认知和动机-社会解释。尽管有证据表明对话教学对学生的学习产生了令人惊讶和强有力的影响，但在课堂上很少看到对话教学。我们从教师个人和系统两个方面提出了对对话的阻力的解释，并认为为更多的学生提供通过对话学习的机会将需要研究人员和实践者以新的方式合作。关键词：课堂对话、课堂讨论、对话教学、辩论、责任对话、学术成果对话、对话教育学
A small but powerful body of evidence shows that certain forms of classroom discussion can produce learning gains that go beyond the topics actually discussed. In a range of countries, students who engaged in dialogue showed better initial learning and retained their learning gains for longer periods when compared to untreated comparison groups. In some cases, students who were engaged in learning through dialogue even outperformed their untreated counterparts. In this chapter, we review the evidence and consider why dialogue might produce these effects, looking at both cognitive and motivational-social explanations. Despite evidence of the surprising and robust effects on student learning, it is rare to find dialogic teaching in the classroom. We propose explanations for the resistance to it, from individual teachers and from the system, and suggest that opening up opportunities for more students to learn through dialogue will require researchers and practitioners to work together in new ways. Key Terms: classroom dialogue, classroom discussion, dialogic teaching, argumentation, Accountable Talk, academically productive talk, dialogic pedagogy