協作推理討論對小學生論證技能的促進

丁鳳姣, 程亞華, 張潔, 李宜遜, 李虹

Research output: Contribution to journalArticlespeer-review

Abstract

本研究通過教學干預實驗,探討了一種全新的課堂討論模式——協作推理討論在中國語文課堂中的適用性及其對四年級學生論證技能的促進作用。結果發現:中國一線語文教師能夠成功地組織協作推理討論;學生能夠主動推進討論進程,自主進行推理;與對照組學生相比,實驗組學生在反思性寫作任務中更多使用證據及提供理由進行立論,但在反論及反駁方面未見顯著差異,這對我國今后的教育改革具有一定的啟示意義。
A new model of classroom discussion, collaborative reasoning discussion, is discussed through the teaching experiment to find out its adaptability in Chinese language classroom and its influence on the promotion of grade four students’ argumentation skills. Results show that Chinese teachers can successfully organize the collaborative discussion. Students can take the initiative to promote the process of discussion and do independent reasoning. Compared to the control group, the collaborative reasoning group uses more reasons and evidences to support their arguments in the reflective writing, but there are no significant differences in the counterarguments and rebuttals. This has certain enlightenment significance to China’s education reform in the future. Copyright © 2016 人民教育出版社.
Original languageChinese (Simplified)
Pages (from-to)108-113
Journal課程•教材•教法
Volume36
Issue number3
DOIs
Publication statusPublished - Mar 2016

Citation

丁鳳姣、程亞華、張潔、李宜遜和李虹(2016):協作推理討論對小學生論證技能的促進,《課程•教材•教法》,36(3),頁108-113。

Keywords

  • 論證圖式
  • 協作推理討論
  • 反思性寫作
  • 小學生論證技能
  • Alt. title: Influence of collaborative reasoning discussion on the promotion of argumentation skills of primary school students
  • Argument schema
  • Collaborative reasoning discussion
  • Reflective writing
  • Argumentation skills of primary school students