思维、技术与学习综述（上）

本文首先对综述中用到的关键术语进行了界定,并讨论了思维技能、学习和技术三者之间的联系;然后从讨论一般思维技能是否存在的问题入手,针对思维技能能否被教授的问题进行了理论和实证的分析;接着对技术在思维技能教学中的作用进行了讨论,并认为信息和通讯技术(ICT)在思维技能教学中的作用方式主要有三种:作为导师或者教学机器、提供思维工具以及支持学习性对话.最后为使用技术支持思维技能的教学制定了指南,并评估了该领域的研究趋势及其对教育实践的启示.     

Making the case for a material-dialogic approach to science education

ABSTRACT

Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated. This difference has been pronounced in recent decades by the dominance of constructivist and social-constructivist theories of learning, which focus on the development of concepts in the minds of people. Whilst these theories have yielded insight into the complexity of learning, the role of the material remains undertheorised, not only within practical science inquiry, but also in relation to the broader materiality of classrooms. Through a detailed critical literature review, this paper demonstrates the need for a stronger theoretical frame through which to understand the role of the material in the learning and pedagogy of science. Building upon the gaps and possibilities that this review reveals, we outline a new material-dialogic theory via a synthesis of Barad’s Agential Realism and Bakhtinian dialogic theory. The significance of this paper lies in offering a theoretical basis for more effective practice.     

Acculturation, well-being and classroom behaviour among white British and British Asian primary-school children in the south–east of England: Validating a child-friendly measure of acculturation attitudes

Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms.     

Acculturation preferences of majority and minority adolescents in Germany in the context of society and family

Four hundred and fifteen adolescents (134 German majority and 281 minority members) completed a questionnaire which measured attitudes towards acculturation, life satisfaction and intergroup relation variables. German majority members preferred integration followed by assimilation (according to Berry's taxonomy), while minority members had a clear preference for integration. Integration was more strongly associated with favourable intergroup relations and, in the case of minority members, life satisfaction, than the other acculturation orientations. Furthermore the study showed that discrepancies between own acculturation attitudes and perceived attitudes of the other group may influence life satisfaction and intergroup attitudes. Perceived acculturation preferences of the respondents’ parents were also examined. German majority adolescents perceived their parents’ attitudes as more favourable to exclusion than their own, and minority members perceived their parents’ attitudes as leaning more towards separation than their own. In the majority sample, these discrepancies were not related to any of the outcome variables, but in the minority sample they influenced life satisfaction, perceived quality of intergroup relations, and tolerance.     

The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses

The landscape of teacher education is undergoing significant change in many countries and this is often associated with a move towards greater school involvement in the preparation of teachers. One aspect of teaching expertise that is particularly challenging for primary student-teachers is the development of subject knowledge across a wide range of subject areas. Subject knowledge for teaching is multi-faceted and is itself linked to broader questions about curriculum and the content that should be taught. It is timely, therefore, to consider how subject knowledge development might be reconceived in a school setting and how university and school staff might work in new ways with student-teachers to this end. Communities of practice theory is employed as a framework for analysing the learning environment and evaluating these future possibilities. It is argued that collaboration with peers, with their mentoring teachers and with a wider professional community is an under-exploited way of integrating facets of subject knowledge: giving this time and status through structured activities might be a particularly fruitful form of hybrid working in situ. The paper concludes by proposing four principles to underpin this sort of practice.     

Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue

This article explores the relationship between ontological assumptions and studies of educational dialogue through a focus on Bakhtin's ‘dialogic’. The term dialogic is frequently appropriated to a modernist framework of assumptions, in particular the neo‐Vygotskian or sociocultural tradition. However, Vygotsky's theory of education is dialectic, not dialogic. From a dialogic perspective the difference between voices in dialogue is constitutive of meaning in such a way that it makes no sense to imagine ‘overcoming’ this difference. By contrast, due to the implicit assumption that meaning is ultimately grounded on identity rather than upon difference, the dialectic perspective applied by Vygotsky interprets differences as ‘contradictions’ that need to be overcome or transcended. A case study of research on exploratory talk is used to illustrate the potential for a fruitful relationship between ‘high level’ theory and research that is relevant to classroom practice.