An analytic study of teaching-learning Processes through collective comprehension activity

本研究以小学高年级儿童为研究对象，通过对不同分数的加减法和动物进化的理解活动的研究，考察了儿童对课堂讨论中的显著论点的理解、记忆和应用。我们发现，学生们，无论是有声的还是无声的，都倾向于相当好地记住所讨论的内容和有影响力的论点。只要与学生的先验知识和讨论后得出的结论相一致，讨论中包含的信息片段往往会被纳入。另一系列实验则是以女大学生为对象，对熟悉的旋律进行双元编曲，特别关注她们对旋律特征的深入理解和人际关系的维持。参与者往往会撤回他们客观上优秀和创新的想法，因为他们对合作伙伴的精神状态高度敏感。他们对合作工作的人际方面总体满意，但对任务导向方面的评价差异很大，这与人际满意度不相关。集体理解活动当然可以在认知和动机方面产生积极的影响，但它也要付出代价。

A series of experiments were undertaken on upper elementary school children's comprehension activity in learning of addition/subtraction of fractions with different denominators and of animal evolution, focusing on individual comprehension, memory, and application far problem solving of salient arguments in the preceding classroom discussion. We found that the students, both vocal and silent, tended to retain fairly unit what had been discussed and what arguments had impact. Pieces of information included in those arguments were often incorporated as long as they were consistent with the students' prior knowledge and conclusion they reached after the discussion.Another series of experiments were conducted on the dyadic arrangement of a familiar melody by female junior college students, with special attention to their deeper understanding of characteristics of the melody as well as maintenance of interpersonal relationships. The participant students often withdrew their objectively excellent and innovative ideas because they were highly sensitive to the partner's mental states. They were generally satisfied with interpersonal aspects of the joint work, but widely varied in their evaluation of task-oriented aspects, which was not correlated with the interpersonal satisfactions.Collective comprehension activity can certainly have positive effects on both cognitive and motivational aspects, but it also has to pay its own cost.