An Approach to Analyzing the Role and Structure of Reflective Dialogue
An Approach to Analyzing the Role and Structure of Reflective Dialogue
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分析反思性对话的作用和结构的方法
DOI：
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发表时间：
1999
期刊：
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通讯作者：
Heather Kay
中科院分区：
文献类型：
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作者：
Sandra Katz;Gabriel O'Donnell;Heather Kay
一些智能辅导系统包含支持练习后反思的模块。然而，很少有研究反思性对话及其与问题解决过程中对话的关系，可以指导这方面的努力。本文所描述的分析教育对话的方法就是为了解决这个问题而开发的。使用统计和机器学习方法，我们比较了航空电子学生和专家在实践练习中的言语行为的频率和结构，以及在实践后反思性讨论（PPR）中的言语行为。有几个不同之处。例如，学生要求解释电子系统如何工作和自我解释的百分比在PPR期间比在解决问题期间更高。我们还调查了当一个误解被解决问题的过程中，在实践后的反思，或分布在两个阶段之间的关系，以及是否消除了误解。如果在问题解决和PPR过程中解决错误概念，那么错误概念更有可能得到解决，而不是单独解决问题。这些结果表明，PPR可以发挥重要作用，指导学生的概念知识的战略任务，因此支持列入智能辅导系统的反思活动。
Several intelligent tutoring systems contain modules that support reflection after practice exercises. However, there is very little research on reflective dialogue and its relation to dialogue during problem solving that can guide this effort. The approach to analyzing educational dialogue described in this paper was developed to address this problem. Using statistical and machine learning methods, we compared the frequency and structure of speech acts by avionics students and experts during practice exercises with speech acts during a post- practice reflective discussion (PPR). There were several differences. For example, the percentage of student requests for explanations about how the electronic system works and of self-explanations was higher during PPR than during problem solving. We also investigated the relationship between when a misconception was addressed—during problem solving, during post-practice reflection, or distributed between the two phases—and whether a misconception was eliminated. Misconceptions were more likely to be resolved if they were addressed during problem solving and PPR than during problem solving alone. These results suggest that PPR can play an important role in instructing students in the conceptual knowledge underlying strategic tasks, and hence support the inclusion of reflective activities in intelligent tutoring systems.