[1]陈 玲,杨重阳,余胜泉.在线辅导中师生高质量对话的内在机理研究[J].远程教育杂志,2021,(05):076-86.[doi:10.15881/j.cnki.cn33-1304/g4.2021.05.008]
 Chen Ling,Yang Chongyang,Yu Shengquan.Study on the Internal Mechanism of High-Quality Dialogue between Teachers and Students in Online Tutoring[J].Distance Education Journal,2021,(05):076-86.[doi:10.15881/j.cnki.cn33-1304/g4.2021.05.008]
点击复制

在线辅导中师生高质量对话的内在机理研究()
分享到:

《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2021年05期
页码:
076-86
栏目:
学术视点
出版日期:
2021-09-25

文章信息/Info

Title:
Study on the Internal Mechanism of High-Quality Dialogue between Teachers and Students in Online Tutoring
作者:
陈 玲; 杨重阳; 余胜泉
1.北京师范大学 未来教育高精尖创新中心;2.北京师范大学 教育学部,北京 100875
Author(s):
Chen Ling; Yang Chongyang; Yu Shengquan
1.Advanced Innovation Center for Future Education,Beijing Normal University;2. Faculty of Education,Beijing Normal University,Beijing 100875
关键词:
师生话语对话结构对话功能探索性对话积累性对话
Keywords:
Discourse of Teacher and StudentsDialogue StructureDialogue FunctionExploratory DialogueAccumulated Dialogue
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2021.05.008
文献标志码:
A
摘要:
师生对话质量是在线辅导中最为重要且始终关注的话题之一,受教师教学经验、学生先验知识的影响。为了深入剖析教师教学经验和学生先验知识对师生对话质量的影响及高质量对话的唤醒机制,首先基于在线辅导中教师始终掌控辅导进程的特殊属性明确师生对话的定义,即师生对话由“教师引导性话语-学生回应性话语”两个有序变量构成,基于ICAP认知理论框架制定面向教师和学生的话语分类编码方案。其次,采用交叉分类2*2表的关联性分析方法探索教师引导性话语与学生回应性话语的关联关系,确定师生对话的分析单元。最后,借助多因素方差分析、卡方检验、滞后序列分析和内容分析法,探索不同教学经验教师与不同先验知识学生对师生对话质量的影响及高质量对话的结构和功能。结果显示:(1)教师引导性话语类型与学生回应性话语类型存在强关联关系。(2)专家教师、熟手教师与高先验知识学生通过逻辑连接方式形成生成性高质量对话,呈现“探索性”特征;专家教师、熟手教师与低先验知识学生通过照应和词汇衔接方式形成提示性高质量对话,呈现“积累性”特征。
Abstract:
The quality of dialogue between teachers and students is one of the most important topics in online tutoring, which is affected by teaching experience of teachers and prior knowledge of students. In order to deep analyze the influence of teaching experience and prior knowledge on the quality of teacher-student dialogue, and the path to achieve high-quality dialogue, this study defines teacher-student dialogue based on the special attribute that teachers always control the process in online tutoring. Namely, teacher-student dialogue is composed of two ordered variables: “Teachers’ guiding discourse and Students’ responsive discourse”. It proposes a classification scheme for teacher and student discourse based on the cognitive framework of ICAP. Secondly, the method of cross-classification 2*2 table is used to analyze the correlation between teachers’ guiding discourse and students’ responsive discourse, to determine the analytical unit of teacher-student dialogue. Finally, with the help of multivariate analysis of variance, chi-square test, lag sequence analysis and content analysis, this study explores the influence of teachers with different teaching experience and students with different prior knowledge on the quality of dialogue, as well as the function and structure of high-quality dialogue. The results indicated that, (1) There is a strong correlation between teachers’ guiding discourse and students’ responsive discourse. (2) The high-quality dialogue between expert & proficient teachers and students with high prior knowledge by logical connection, and show the characteristics of “exploration”, while the high-quality dialogue between expert & proficient teachers and students with low prior knowledge by reference and lexical cohesion, and show the characteristics of “accumulation”.

备注/Memo

备注/Memo:
基金项目:本文系2018年度国家社会科学基金重大项目“信息化促进新时代基础教育公平的研究”(项目编号:18ZDA334)阶段性研究成果。
更新日期/Last Update: 1900-01-01