Designing ‘Educationally Effective’ Discussion
Designing ‘Educationally Effective’ Discussion
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设计“教育有效”的讨论
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
J. Swann
中科院分区：
文献类型：
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作者：
J. Swann
本文分析了一个课程干预项目的数据，该项目旨在将新的讨论形式引入小学课堂，被认为是教育上有效的。虽然引入谈话作为学习的辅助手段是基于社会学习方法的，但这种干预措施通常是根据认知益处和学科知识的获得来评估的，并且独立于影响互动行为的社会和人际因素来考虑。本文讨论的研究旨在补充这种基于认知的方法。我认为，这是很难的“括号关闭”正式的教育活动中的互动，研究需要考虑到如何说话是用来在特定的互动，以及学生之间的差异，在他们采取的沟通策略，他们已经教的一系列影响。我还建议，语境依赖性，变异性和潜在的歧义的话语意义提出了重要的问题，旨在引入特定的说话方式在教育项目的实施和评估。这些观点都说明了参加最近的干预项目的学生之间的小组讨论的成绩单的分析。
This paper analyses data from a curriculum intervention project designed to introduce new forms of discussion, seen as educationally effective, into the primary classroom. While the introduction of talk as an aid to learning is premised on a social approach to learning, such interventions are often evaluated in terms of cognitive benefits and gains in subject knowledge, and considered independently of social and interpersonal factors that affect the conduct of interaction. The study discussed in this paper is intended to complement such cognitively based approaches. I argue that it is difficult to ‘bracket off’ official educational activity within interactions, and that research needs to take into account how talk is used to a range of effects in specific interactions, as well as differences between pupils in their take-up of the communicative strategies they have been taught. I also suggest that the context-dependency, variability and potential ambiguity of utterance meaning raises important issues for the implementation and evaluation of projects designed to introduce particular ways of speaking within education. These points are illustrated by the analysis of transcripts of small-group discussions between pupils taking part in a recent intervention project.