Puzzling, and puzzling about puzzle development
Puzzling, and puzzling about puzzle development
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令人费解、令人费解的谜题开发
DOI：
10.1191/1362168803lr120oa
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发表时间：
2003
影响因子：
4.2
通讯作者：
Beatriz dos Santos Machado
中科院分区：
文献类型：
--
作者：
A. N. Kuschnir;Beatriz dos Santos Machado
本文在本集中有两个作用。首先，它通过两次课堂调查说明了探索性实践（EP）的实际应用。其次，它更进一步，阐明了 EP 的关键机制（参见 Allwright，本期，第 III.1(d) 和 IV.2 节）——困惑。因此，它提出了两种不同的令人困惑的过程，即本期介绍性论文中阐述的 EP 过程，以及对我们自己的困惑过程感到困惑的元过程。首先，我们作为 EP 从业者进行了单独的研究，其中一个人调查这个谜题，“词典真的能帮助我们的学生理解文本吗？”，另一个调查这个谜题，“为什么我的学生已经理解了单词的英语含义，还要翻译单词？”然后我们对谜题发展本身的过程感到困惑。我们相信，这项进一步的调查有助于更好地理解如何整合内部和内部的困惑过程。我们的新理解使我们认为，在解决谜题时，我们的精神是在一个谜题区域中运作的。借鉴与维果茨基（1984）的“最近发展区”（ZPD）概念以及 ZPD 的发展水平（实际发展水平和潜在发展水平）的可能相似之处，我们假设我们在解决这个困惑区域中的难题时，心理行为处于相似的水平 - 实际理解水平和潜在理解水平。我们共同展示我们的工作，作为将 EP 纳入硕士水平研究的一种方式。
This paper has two roles in this collection. First, it illustrates Exploratory Practice (EP) in action, with two classroom investigations. Secondly, it goes further, and throws light on the key mechanism of EP (see Allwright, this issue, Sections III.1(d) and IV.2) - puzzlement. It thus presents two different puzzling processes, the EP process as set out in the introductory paper to this issue, and a meta-process of puzzling about our own puzzlement processes. First, we carried out separate research studies as EP practitioners, with one of us investigating the puzzle, ‘does the dictionary really help our students to understand the text?’, and the other investigating the puzzle, ‘why do my students translate words even when they’ve already understood their meanings in English?’ Then we puzzled about the process of puzzle development itself. This further investigation contributed, we believe, to a better understanding about how intra and inter puzzlement processes can be integrated. Our emerging understandings led us to suggest that we mentally operate in a puzzlement zone while working with our puzzles. Drawing on a possible parallel with Vygotsky’s (1984) notion of ‘zone of proximal development’ (ZPD) and on the ZPD’s levels of development (actual development level and level of potential development), we hypothesize that we mentally act at similar levels - the actual understanding level and the level of potential understanding - while working with our puzzles in this puzzlement zone. We present our work together as one way of incorporating EP into research at Master’s level.