本文選題：CAIR課堂模式 + 自我概念　； 參考：《杭州師范大學(xué)》2012年碩士論文

【摘要】：自我概念是一個組織有序并且復(fù)雜多變的系統(tǒng),它包括對自身存在的信念、態(tài)度和觀點等(Purkey,1987)。自我概念是可習(xí)得、多變和可發(fā)展的。Vygotsky(1952)和其他研究者(Zimmerman and Blom,1983;Tudge,1992)認(rèn)為,學(xué)習(xí)是個體與他人或自己的互動過程。在社會性互動的學(xué)習(xí)中,人們會經(jīng)歷認(rèn)知沖突。Lee與Kwon在2001年提出認(rèn)知沖突過程模型,這個模型分成三個階段：分別為預(yù)備階段、經(jīng)歷沖突階段與沖突解決階段。當(dāng)學(xué)生意識到?jīng)_突情境與他們的前認(rèn)知不能調(diào)和的時候,會使他們激發(fā)起從行動和內(nèi)心去解決當(dāng)前困惑的意愿。與此同時,他們會重新評估自己以學(xué)習(xí)新的知識和技能,最終達(dá)到自我概念發(fā)展。第一人稱代詞是傳遞自我的有效媒介,它能夠使多層面、多模式的身體感知主語化(Lowell Gaertner, Constantine SedikidesErin M. O'Mara,2008)。第一人稱話語的變化表現(xiàn)為第一人稱代詞的使用頻率,具體動詞的選擇和話語語義的變化。 筆者通過對導(dǎo)師CAIR課堂近兩年的觀察發(fā)現(xiàn),如何激發(fā)學(xué)習(xí)者的有效認(rèn)知沖突是提高課堂效率的一個重要的因素。CAIR課堂模式包括自主學(xué)習(xí)、小組合作、課堂互動及課后反思四個環(huán)節(jié),讓學(xué)生利用思維概念圖軟件展示閱讀中建構(gòu)的認(rèn)知結(jié)構(gòu),并在與小組同學(xué)和課堂教師的反復(fù)互動中不斷遭遇到認(rèn)知沖突,提高課堂把握能力,進(jìn)而促進(jìn)自我發(fā)展。 針對CAIR課堂模式注重有效認(rèn)知沖突激發(fā)的特點,筆者對導(dǎo)師的體驗性學(xué)習(xí)課堂進(jìn)行了一個經(jīng)驗性的長期的個案研究。研究利用學(xué)生的反思和詞刺激這兩樣工具,力圖追蹤認(rèn)知沖突的在課堂發(fā)生,發(fā)展及解決的過程；通過觀察學(xué)生的語義網(wǎng)絡(luò)的核心區(qū)與邊緣區(qū)的刺激詞的變化,評估學(xué)生的自我概念發(fā)展情況。 本研究的基本問題如下： (1) CAIR課堂反思語境中第一人稱代詞的使用有哪些特點? (2)自我概念變化在學(xué)生反思中如何呈現(xiàn)? (3)自我概念變化在詞刺激測試中如何表現(xiàn)? (4)第一人稱代詞的使用自我概念變化之間存在何種關(guān)系? 通過研究,本文得出了以下結(jié)論： (1)CAIR課堂使學(xué)生反復(fù)地體驗認(rèn)知沖突的沖突階段、沖突解決階段,促進(jìn)了學(xué)生的自我概念發(fā)展。在認(rèn)知結(jié)構(gòu)和自我概念等方面體驗到巨大變化。學(xué)生的認(rèn)知結(jié)構(gòu)和自我概念發(fā)生了很大的變化。學(xué)生接觸該文化時間越長,其自我概念就會表現(xiàn)出與課堂文化特征近似的變化。 (2)通過對含有第一人稱代詞的反思語句分析發(fā)現(xiàn),學(xué)生第一人稱的使用頻率越高,他們自我概念的變化越大。 (3)自我概念的變化過程經(jīng)歷拒絕、困惑和不斷努力等環(huán)節(jié)。新概念形成同時會增加認(rèn)知、情感、動作和意識動詞的使用頻率。它表明學(xué)生的自我概念變化是一個融合心里和行動并且重構(gòu)自我意象圖式的過程。 (4)自我概念的社會心理表征相對固定,其保守部分基本不變,其中立部分以不同的詞語再現(xiàn)了保守部分的語義特征。類似于CAIR的挑戰(zhàn)性學(xué)習(xí)環(huán)境,對自我概念的社會心理表征施加較大的影響,不僅能改變學(xué)生原有性格傾向的平衡,還能誘發(fā)社會心理表征的變革部分,以適應(yīng)新課堂文化的要求。
[Abstract]:Self concept is a system organized and complex, which includes the existence of their own beliefs, attitudes and views (Purkey, 1987). It is learned, dynamic and developmental.Vygotsky (1952) and other researchers (Zimmerman and Blom, 1983; Tudge, 1992) believed that learning is a process of interactions with others or themselves. In the social interaction in the study, people will experience cognitive conflict between.Lee and Kwon in 2001 proposed cognitive conflict process model, this model is divided into three stages: the preliminary stage, the stage experience conflict and conflict resolution stage. When the students are aware of the conflict situation with them the cognition of irreconcilable, will arouse their will to solve the puzzles of the current intention from the action and heart. At the same time, they will re evaluate their learning new knowledge and skills, and ultimately achieve self concept development. The first person pronoun is the transmission of effective media self, it can make the multi level, multi pattern perception of body subject (Lowell Gaertner, Constantine SedikidesErin M. O'Mara, 2008). The variation of the first person words showed the use frequency of the first person pronouns, change specific verb selection and discourse semantics.
Through the observation of the classroom teacher CAIR for nearly two years, effective cognitive conflict how to stimulate learners is to improve the efficiency of the classroom is an important factor in the.CAIR teaching mode including autonomous learning, cooperative, interactive classroom and after-school reflection on the four aspects, let students use the thinking concept map software show cognitive structure of reading in construction. And in repeated interactions with small groups of students and classroom teachers constantly encounter cognitive conflict, improve classroom control ability, and promote self development.
According to the characteristics of CAIR teaching mode focus on effective cognitive conflict excitation, the author of the tutor's experience learning classroom was studied in an empirical case study. Using long-term reflection and word students stimulate these two tools to try to track the cognitive conflict in the classroom, and solve the development process; through the core area of semantic change the students' observation network and the edge area of the stimulus words, assess their self concept development.
The basic problems of this study are as follows:
(1) what are the characteristics of the use of the first person pronouns in the context of CAIR classroom reflection?
(2) how does the self concept change appear in the students' reflection?
(3) how does the self concept change perform in the word stimulus test?
(4) what is the relationship between the use of self concept and the use of the first person pronouns?
Through the study, this paper draws the following conclusions:
(1) the conflict stage CAIR class that makes students repeatedly experience cognitive conflict, conflict resolution, and promote the students' self-concept development. To experience great changes in the cognitive structure and self concept and so on. Great changes have taken place in students' cognitive structure and self concept of students. The cultural contact time is longer, the self concept will show variation and classroom culture characteristics.
(2) through the analysis of the rethinking statements containing the first person pronouns, it is found that the higher the frequency of the first person's use, the greater the change of their self-concept.
(3) the change process of self concept has rejected, confusion and continuous efforts and other aspects. The new concept formation and increase the cognition, emotion, action and consciousness of using frequency verbs. It shows that the students' self concept change is an integration of minds and actions and reconstruction of self schema.
(4) social psychological representation of self-concept is relatively fixed, the conservative part basically unchanged, which part in different words and reproduces the semantic features of conservative part. CAIR is similar to the challenging learning environment, social psychological representation of self-concept exerts greater influence, not only can change the students' original disposition balance. Some changes can cause social psychological representation, in order to adapt to the new requirements of the classroom culture.

【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H04

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