Examining the relationship between teachers’ discussion facilitation and their students’ reasoning
Examining the relationship between teachers’ discussion facilitation and their students’ reasoning
复制标题
检验教师讨论引导与学生推理之间的关系
DOI：
10.1080/00933104.2018.1486765
复制
发表时间：
2018
影响因子：
2.6
通讯作者：
John W. Saye
中科院分区：
文献类型：
--
作者：
Jada Kohlmeier;John W. Saye
我们对四位教师（两位导师和两位徒生）、一位大学研究员和一位政治学教授进行了为期两年的研究，旨在提高讨论的便利性。本文考察了四位教师合作开发的研讨会/审议讨论的促进作用，以及他们的促进作用与学生推理之间的关系。我们发现，所有四位教师都探讨了讨论主题的事实性问题，但其中两位教师通过有目的地在质量研讨会/讨论中教授学生行为规范，在整个课程中练习讨论，允许更多的学生与学生交谈，并将学生的注意力集中在将案例与类似案例联系起来的持续的定义和价值问题上，对定义和价值问题进行了更实质性的探索。
ABSTRACT We conducted a two-year study with four teachers (two mentors and two mentees), one university researcher, and a political science professor focused on improving discussion facilitation. This article examines the facilitation of a collaboratively developed seminar/deliberation discussion by four teachers and the relationship between their facilitation and the reasoning of the students. We found that all four teachers explored the factual questions of the discussion topic, but that two of the teachers led more substantive explorations of the definitional and value questions by purposefully teaching the students norms of behavior in a quality seminar/deliberation, practicing discussion throughout the course, allowing more student-tostudent talk, and focusing students’ attention on the persistent definitional and value issues that connected the case to analogous cases.