Reflections on Practice, Teaching/Learning, Video, and Theorizing
Reflections on Practice, Teaching/Learning, Video, and Theorizing
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对实践、教学、视频和理论的反思
DOI：
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发表时间：
2011
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影响因子：
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通讯作者：
F. Erickson
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作者：
F. Erickson
如果社会互动是学习和教学实践的场所，我们如何才能更好地构思“互动”和“实践”？本章认为，作为互动中的学习的研究，受到了关于互动本身性质的理论不足的影响。本章首先简要概述了一场与麦克德莫特在他的章节中所回顾的“认知革命”类似的“互动革命”的六十年思想史。特别关注的是开创性的“采访自然史”(NHI)研究小组及其后继者的观点，该小组的工作始于1956年-第一个同时研究社交互动的语言和非语言方面，试图进行统一分析-及其后继者的方法称为“语境分析”。这一章继续记录引用特定视频例子的模式，这些模式明显地出现在本卷中的主要论文和关于它们的评论中。对视频例子的引用在不同作者之间有很大的不同，无论是为了说明的目的而选择的特定互动片段，还是在不同章节中讨论这些片段的方式，都表明作者在讨论中没有充分利用向作者提供的视频语料库。本章最后回顾了关于社会互动本身本质的更好的理论化的必要性，以此作为试图将学习和教学理解为互动情境过程的基础。
If social interaction is the site of learning and of teaching practice, how might we better conceive of “interaction” and “practice”? This chapter argues that studies of learning, as situated in interaction, have suffered from inadequate theorizing concerning the nature of interaction itself. The chapter begins with a brief overview of the sixty year intellectual history of an “interaction revolution” that parallels the “cognitive revolution” reviewed by McDermott in his chapter. Special attention is given to the perspective developed through the pioneering “Natural History of an Interview” (NHI) research group whose work began in 1956–the first to have studied both verbal and nonverbal aspects of social interaction together in an attempt at a unified analysis–and its successors in an approach called “context analysis.” The chapter continues by documenting the patterns of reference to specific video examples that are apparent in the major papers and commentaries on them that appear in this volume. Reference to video examples differed markedly across authors, both in the particular strips of interaction that were chosen for purposes of illustration and in the ways those strips were discussed across the various chapters, suggesting that the affordances of the video corpus that was made available to authors were not fully taken advantage of in the discussions the authors produced. The chapter concludes by revisiting the need for better theorizing concerning the nature of social interaction itself, as a foundation for attempts to understand learning and teaching as an interactionally situated process.