terminal摘要
如何促进合作学习中的讨论更加深入，是一直困扰教师在进行合作学习时的一个关键问题。本研究认为培养合作学习的技能能够促进合作学习的深入，而辩论法作为合作学习的形式之一，其会话交互中的话语技巧表现的十分明显，且辩论中的观点碰撞，辩手们你来我往的话语交锋等，无不体现了辩手们对于辩题的深入探讨，由此可以认为辩论的过程是一种具有深度交互的会话过程，从辩论过程中去发现促进会话深度交互的话语技巧是一种更为直接的方式。本研究将以辩论过程为切入点，探索合作学习中需要重点培养的合作话语技巧，并提出培养合作学习话语技巧的相关建议。
首先，本研究通过利用Schellens和Valcke对于合作学习对话过程中的分类，结合了辩论的特点（对立性与防守性），选择了先前研究者们对合作认知中分析的精制和冲突的两个视角将目前已有的合作学习技能进行认知层面和社交层面的划分，将认知层面的技能划分为提出新信息，进一步讨论，明确化，批评和总结五个阶段，将社交层面的技能划分为计划，程序性对话，社会性对话三个方面，共划分了21个技能。
其次为了探究认知技能在具有深度交互的对话中的作用，本研究分析了国际大专辩论赛1999年、2001年、2003年、2005年、2010年历年的决赛或半决赛的辩论视频。根据提取出来认知层面和社交层面的技能分析辩论赛中辩手们在辩论中使用的各项技能。数据分析表明，在每一场辩论的比赛中，认知层面
的技能使用明显要高于社交层面的技能，并且该认知层面的技能会伴随着辩论赛中每个阶段的变化而侧重有所不同，如准备阶段侧重于社交层面的技能，立论阶段侧重于认知层面的提出新信息和明确化两个阶段的技能，自由辩论阶段侧重于认知层面的进一步讨论、明确化、评价三个阶段的技能，总结陈词阶段侧重于明确化，评价和总结三个阶段的技能。与此同时，本研究还根据各技能行为进行了交互模式的分析，并根据该交互模式之间的关联性以及辩论中流程走向进行了交互类型分析。
最后根据辩论过程中技能分布特点和交互模式中各技能之间的关联性等，我们构化了对合作学习话语技巧培养的框架，并提取出来了一部分的技能的交互类型，针对这些技能交互类型进行了活动设计，使这些技能行为产生交互，达到促使这些技能运用自如的效果，使讨论更加顺利。同时针对技能的具体使用进行了微课脚本设计，使其掌握技能使用的要点，更好的促进讨论的深入。
本研究希望能够通过这些活动的设计以及技能的使用方法，让学生能够更好的掌握促进合作交流的技巧，使合作学习中的对话走向有深层次的有意义的沟通与交流。
when you believe 歌词关键词：话语技巧，讨论技能，辩论，认知交互
Abstract
How to promote more in-depth discussion in cooperative learning is a key problem that has been tro
enterubling teachers in cooperative learning.This study believes that to promote more in-depth cooperative learning,it is necessary to cultivate the skills of cooperative learning.Debate as one of the form of cooperative learning,its discour skills in ssion interactive performance is very obvious,and the point of collision in the debate,debaters to words you encounter,etc.,All reflect the debater's in-depth discussion of the topic.Therefore,it can be considered that the process of debate is a conversation process with deep interaction,and it is a more direct way to discover the discour skills that promote the deep interaction of conversation.This rearch will start from the debate process to find out the conversatioal skills that should be emphasized and explore how to develop conversational skills.
First of all,this study by using Schellens&Valke for classification of cooperative learning in the process of dialogue,combined with the characteristics of the debate (antagonism and defensive),lect the previous rearchers to the cooperation in the cognitive analysis of elaborative and conflict of two perspectives,then divide existing cooperative learning skills into cognitive and social.The cognitive skills were divided into five aspects:prenting new information,discussing further,clarifying,criticizing and summarizing.The social skills were divided into five aspects:planning,procedural dialogue and social dialogue.There are21skills.
Secondly,in order to explore the role of cognitive skills in interactive dialogue with depth,this study analyzes the final or the mi-final debate video of the international college debate in1999,2001,2003,2005and2010.Analyze the skills ud by the debaters in the debate according to the skills extracted from the cognitive level and the social level.Data analysis shows that in every debate competition,the cognitive level of skills are ud significantly higher than that of the social level,and the cognitive level of skills will vary with each stage of the debate.For example,the preparation stage focus on the skills at the social level,the argumentation stage focus on the skills at the cognitive level of prenting new information and clarifying the two stages,the free debate stage focus on the three stages of further discussion,clarifying and evaluating at the cognitive level the skills and the concluding speech stage focus on the three stages of clarifying,evaluating and summarizing at the cognitive level the skills.At the same time, this study also analyzed the interaction pattern according to each skill behavior,and
三只小猪学英语analyzed the interaction type according to the between the interaction patterns and the flow trend correlation in the debate.
Finally,according to the characteristics of skill distribution in the debate process and the correlation among skills in the interaction mode,we constructed a framework for the cultivation of cooperative le
arning skills,extracted some interaction types of skills,and designed activities for the interaction types to make the skills interact,so as to facilitate the u of the skills freely and make the discussion more smooth.At the same time,the script is designed for the specific u of skills,so that it can master the key points of the u of skills,and better promote the in-depth discussion.
pedestrianThis study hopes that through the design of the activities and the u of skills, students can better master the skills to promote cooperative communication,so that the dialogue in cooperative learning will lead to in-depth and meaningful communication and communication.
Key words:Conversational skills,discussion skills,debate,cognitive interaction
目录
摘要............................................................................................................................II 第一章绪论 (1)
1.1研究起源与选题缘由 (1)
1.2概念界定 (3)
1.2.1小组讨论技能 (3)
1.2.2话语技巧 (4)
1.2.3辩论过程 (4)
1.3研究目标与研究内容 (4)
1.4研究方法与思路 (5)
1.5研究意义 (7)
第二章文献综述 (9)
2.1合作技能的分类 (9)
2.2辩论模型及论证过程 (11)
2.3合作学习技能的训练 (14)
第三章话语技巧的分析框架建构 (16)
3.1话语技巧的两个层次 (16)盛气凌人
3.2话语技巧的两个视角 (18)
3.2.1精制的视角 (18)
3.2.2冲突的视角 (19)
3.3话语技巧的整合分析框架 (21)
我心依旧英文3.3.1认知层面的技能 (21)
3.3.2社交层面的技能 (24)
第四章辩论过程话语技巧的分析及其讨论 (26)
4.1研究的设计 (26)
4.1.1研究思路 (26)
4.1.2数据的来源 (26)
4.1.3数据处理与分析过程 (26)
4.1.4分析工具：话语技巧编码框架 (26)
4.1.5话语技巧编码表及其示例 (27)
4.2辩论阶段中的话语技巧分布 (28)
4.3.1辩论过程中各技能的总体分布 (29)
4.3.2辩论中各个阶段的技能分布 (31)
4.3辩论过程中的会话交互模式 (34)
boron4.3.1立论阶段 (35)
4.3.2自由辩论阶段 (36)tae
4.3.3总结陈词阶段 (37)
4.4研究结论及其讨论 (39)
4.4.1辩论过程中的技能分布特征 (39)
4.4.2辩论过程中各阶段交互模式及其特点 (40)
4.4.3讨论：从辩论中的话语技巧到合作学习中的话语技巧 (41)
第五章合作学习话语技巧培养的应用建议 (43)
5.1合作学习话语技巧培养的基本思路 (43)
5.2确定合作学习话语技巧培养的内容 (43)
5.3教学活动设计：以两两技能交互模式的培训为例 (45)
郑州新东方英语官网5.4微课设计：以“观点支持与扩充”模块为例 (46)
第六章总结与反思 (51)
6.1研究总结 (51)
6.2研究不足 (52)
6.3研究展望 (52)
参考文献 (53)
附录：各届国际大专辩论赛编码列表及部分编码案例 (58)
致谢 (63)
