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

对小学高年级儿童在学习不同分母分数加减法和动物进化过程中的理解活动进行了一系列实验，重点考察了个体对前一课堂讨论中显著论点的理解、记忆和应用。我们发现，学生，无论是有声的还是沉默的，都倾向于对讨论的内容和有影响的论点保持相当的单位。这些讨论中包含的信息只要与学生的先验知识和讨论后得出的结论相一致，就会被纳入其中。另一系列实验是针对大专女生对熟悉旋律的二元编排进行的，特别关注她们对旋律特征的深入理解以及人际关系的维持。参与的学生经常撤回他们客观上优秀的创新想法，因为他们对伴侣的心理状态高度敏感。他们总体上对合作工作的人际方面感到满意，但对任务导向方面的评价差异很大，与人际满意度不相关。集体理解活动对认知和动机方面当然都有积极的影响，但也要付出代价。

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.