课堂知识建构活动过程分析———以“ 摄影技术冶课程为例

Analysis on Knowledge Building Activity Process in Classroom———Taking “The Technique of Photography冶as an Example

知识建构作为学习的一种隐喻，关注学习结果，更关注学生的学习过程。本研究以“摄影技术冶课程为例，采用弗兰德斯互动分析系统，针对课堂知识建构活动三大环节中教师和学生所进行的言语互动进行分析，探讨课堂知识建构活动中学生的参与度和教师的重要作用及在各个知识建构活动环节中的体现。研究发现，在课堂知识建构中，学生的参与度和话语权得到增强，其作为知识创造者的角色得到充分体现，同时，知识建构的课堂教学对教师提出了更高要求，教师在知识建构活动过程中需适时进行组织、引导和决策。

Knowledge building implies learning， but it also pays more attention to the process of learning， not only tothe results. This study takes the course of “The Technique of Photography” as an example and analyzes the discourseinteraction between teachers and students in three knowledge building activities in the class ( personal understanding，discussion and practices in groups， and artifacts sharing between groups) using FIAS (Flanders Interaction AnalysisSystem). It aims to explore students爷performance and the importance of the instructors in the knowledge building ac-tivities. This study points out that knowledge building activities can increase students' participation in the class. Inaddition， this study reveals that teachers' role is more important in the knowledge building activities and he / sheshould provide timely guidance in the entire knowledge building activity.