Learning over time: uses of intercontextuality, collective memories, and classroom chronotopes in the construction of learning opportunities in a ninth-grade language arts classroom
Learning over time: uses of intercontextuality, collective memories, and classroom chronotopes in the construction of learning opportunities in a ninth-grade language arts classroom
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随着时间的推移学习：在九年级语言艺术课堂上利用互文性、集体记忆和课堂时间构建学习机会
DOI：
10.1080/09500780902954257
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发表时间：
2009
影响因子：
1.9
通讯作者：
S. Goldman
中科院分区：
文献类型：
--
作者：
D. Bloome;M. Beierle;M. Grigorenko;S. Goldman
在互动社会语言学、微民族志话语分析和认知科学的框架下，我们研究了在九年级语言艺术课堂上，相互语境、集体记忆和课堂计时器是如何被用来创造学习机会的。五节连续的录像课程被分析，重点是教师和学生如何在过去、现在和未来的事件和背景之间建立关系。产生的扎根的理论构思包括：(1)教师和学生在社会上构建集体记忆，作为他们阅读和写作的解释框架；(2)在构建学习机会和课程时，他们并列并置不同的计时器，并将其问题化为问题。我们认为这些扎根的理论结构是对当前关于课堂上时间的性质和利用的讨论的贡献。
Framed within interactional sociolinguistics, microethnographic discourse analysis, and cognitive science, we examine how intercontextuality, collective memories, and classroom chronotopes were used in generating learning opportunities in a ninth-grade language arts classroom. Five consecutive videorecorded lessons were analyzed focusing on how the teacher and students constructed relationships among past, present, and future events and contexts. Among the grounded theoretical constructs generated were (1) that the teacher and students socially constructed collective memories as interpretive frames for their reading and writing; and (2) they juxtaposed and problematized differing chronotopes in constructing learning opportunities and building a curriculum. We view these grounded theoretical constructs as contributions to current discussions of the nature and use of time in classrooms.