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THEORETICAL AND EMPIRICAL STUDIES OF "DISCUSSION" INDUCED CREATIVE/CRITICAL THINKING AND ABILITIES OF SELF-EXPRESSION

“讨论”引发的创造性/批判性思维和自我表达能力的理论和实证研究

基本信息

批准号：
11301004
负责人：
MARUNO Shunichi
金额：
$ 24.09万
依托单位：
KYUSHU UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (A)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2001
项目状态：
已结题

项目摘要

We conducted studies theoretically and empirically on the following three topics : 1. Analysis of discussion phases and metacognitive expressions : We quantitatively and qualitatively investigated the effects of goals, arrangement of group members, and members' characteristics on the unfolding process and content of discussions and proposed a model for the unfolding process of discussions. This proposed model describes the reflective thinking activities that proceed zigzag in the three phases differently. Namely, during the first phase, reflective thinking activities take place in the zone of social collaboration structures ; in the second, they take place in the personal zone ; and, in the third, they take place by going between the above two zones ; and in each phase, metacognitive expressions play mediating functions. 2. Analysis of "Implicit rules" that inhibit creative discussions : Why can't children and students ask questions in classrooms more spontaneously? We assumed that one … More of the reasons is the existence of "bad" implicit rules that prevail deeply in classrooms. Based upon this assumption, we conducted a systematic survey study and statistically extracted the factors underlying "implicit rules." The findings suggest (1) that there are two types of implicit rules, ones specific to certain age groups and ones non-specific to age, (2) to what extent and how the teacher can interact with students so that the negative pressure of implicit rules could be alleviated or removed determine whether children and students ask questions spontaneously, whether creative discussions will be achieved where children actively examine and (re-)scrutinize problems, and whether their learning environment will be a more stimulating one which will help children develop positive attitudes toward learning collaboratively. 3. Learning environments that foster the abilities of self-expression and discussion skills : We assumed that the type of dialogues/conversations/discussions that take place among family members, among peers, and at school and their atmosphere where they take place foster children's attitudes and skills essential for expressing oneself spontaneously to, and engaging in creative discussions with, other people with different views and values. Based upon this assumption, we conducted quantitative and qualitative surveys and analyses to test our proposed causal models of how those factors determine actual discussion skills and creative thinking activities in children. Less

本研究从理论和实证两个方面对以下三个问题进行了研究：1.讨论阶段和元认知表达的分析：我们定量和定性地考察了讨论目标、小组成员安排和成员特征对讨论展开过程和讨论内容的影响，并提出了讨论展开过程的模型。该模型以不同的方式描述了在三个阶段中曲折前进的反思思维活动。即，在第一阶段，反思性思维活动发生在社会协作结构区域；在第二阶段，反思思维活动发生在个人区域；在第三阶段，反思思维活动通过上述两个区域之间进行；在每个阶段，元认知表达都起到了中介作用。2.分析阻碍创造性讨论的“隐性规则”：为什么孩子和学生不能在课堂上更自发地提问？我们假设有一个…更多的原因是“坏的”隐性规则的存在，这些规则在课堂上非常盛行。基于这一假设，我们进行了一项系统的调查研究，并统计提取了隐含规则背后的因素。研究结果表明：(1)有两种类型的内隐规则，一种是针对特定年龄段的，另一种是非特定于年龄的；(2)教师在多大程度上以及如何与学生互动，以减轻或消除隐性规则的负面压力，决定了儿童和学生是否会自发地提出问题，是否会在儿童主动审视和(重新)审视问题的情况下进行创造性的讨论，以及他们的学习环境是否会更具刺激性，有助于儿童培养积极的合作学习态度。3.培养自我表达能力和讨论技能的学习环境：我们假设，家庭成员之间、同龄人之间和学校里发生的对话/对话/讨论的类型及其所在的氛围会促进儿童对具有不同观点和价值观的其他人自发表达自己并参与创造性讨论所必需的态度和技能。基于这一假设，我们进行了定量和定性的调查和分析，以检验我们提出的因果模型，即这些因素如何决定儿童的实际讨论技能和创造性思维活动。较少