ASK to THINK-TEL WHY(R)(c): A model of transactive peer tutoring for scaffolding higher level complex learning
ASK to THINK-TEL WHY(R)(c): A model of transactive peer tutoring for scaffolding higher level complex learning
复制标题
DOI：
10.1207/s15326985ep3204_3
复制
发表时间：
1997-09-01
影响因子：
8.8
通讯作者：
King, A
中科院分区：
文献类型：
--
作者：
King, A
本文提出了一种基于探究式的相互同伴辅导模式，称为ASK to THINK-TEL WHY(R)(C)’。本文描述了该模型的目的、理论基础和研究基础，以及辅导伙伴如何使用该模型来调解彼此的学习。与用于促进理解层面学习的辅导系统不同，该模型旨在促进更高层次的复杂学习，即新知识的构建。该模式强调互动性的导师-学生角色，支持性的沟通，以及详细的解释和提问技巧。在辅导角色中，学生学会用不同类型的问题来提示同伴做出相应的反应。导师们还学会以一种特定的方式排列他们的问题。因此，在这个互动的过程中，合作伙伴将彼此的思维和学习逐步提升到更高的水平。本文讨论了这种形式的同伴中介学习的机制以及对该模式有效性的研究结果。
This article presents an inquiry-based model of mutual peer tutoring called ASK to THINK-TEL WHY(R)(C)'. The model is described along with its purpose, its theoretical and research bases, and how it is used by tutoring partners to mediate each others' learning. Unlike tutoring systems used to promote learning at the comprehension level, this model is designed to promote higher level complex learning, namely the construction of new knowledge. The model emphasizes reciprocal tutor-tutee roles, supportive communication, and elaborated explanation and questioning skills. When in the tutoring role, students learn to use different kinds of questions to prompt their partners to make corresponding responses. Tutors also learn to sequence their questioning in a particular way. Thus, during this transactive process, partners scaffold each other's thinking and learning to progressively higher levels. Mechanisms involved in this form of peer-mediated learning are discussed along with results of research on the model's effectiveness.