【作 者】：
刘清堂，常瑀倍，张 羽，苗恩慧，李小娟
【关 键 词 】：
协作论证学习； 角色涌现； 知识建构； 话语模式； 序列模式挖掘
【栏 目】：
课程与教学
【中文摘要】：
协作论证学习是培养学生沟通与交流、批判性思维能力的教学方式。从关联、动态视角分析学习者角色及其知识建构话语模式，有助于全面理解协作论证学习角色涌现及其知识建构参与。研究设计专家角色脚本支持学生协作论证讨论，采集学生协作论证讨论的话语数据，通过内容分析、聚类分析、认知网络分析和序列模式挖掘的方法探索学习者角色涌现及知识建构话语模式。研究发现，协作论证学习中共涌现出四类学习者角色，分别是专家—高知识建构者、专家—低知识建构者、实践者—高知识建构者和实践者—低知识建构者，同时四种角色的知识建构话语模式存在显著差异。高知识建构者表现出复杂、高阶的知识建构话语的互动，积极地为协作论证讨论贡献群体智慧。实践者—低知识建构者在论证讨论中发表观点并赞同同伴观点，但对个人观点的深入阐述或对同伴观点的批判性思考和评价不足，缺乏深层次知识贡献和同伴互动。研究发现为通过教学干预来提升群体认知提供了启示。
【英文摘要】：
Collaborative argumentation learning is a pedagogical approach to develop students' competencies such as communication, expression, and critical thinking. Analyzing students' roles and their knowledge construction discourse patterns from a relational and dynamic perspective can help to fully understand the role emergence and their participation in knowledge construction during collaborative argumentation learning. The study designed expert role scripts to support students' collaborative argumentation discussion, collected discourse data from students' collaborative argumentation discussions, and explored the emergence of learner roles and discourse patterns of knowledge construction through content analysis, cluster analysis, cognitive network analysis, and sequential pattern mining. The results showed that four types of learner roles emerged from collaborative argumentation learning, namely the expert-high knowledge constructor, the expert-low knowledge constructor, the practitioner-high knowledge constructor, and the practitioner-low knowledge constructor. There were significant differences in the discourse patterns of knowledge construction among the four roles. High knowledge constructors exhibited complex, higher-order interactions in knowledge construction discourses, actively contributing group wisdom to collaborative argumentation discussions. Practitioner-low knowledge constructors expressed opinions and agreed with their peers in argumentative discussions, but did not elaborate deeply enough on their personal views or evaluate their peers' views critically, and lacked deeper knowledge contributions and peer interactions. Research findings provide insights for enhancing group cognition through instructional interventions.