第十三辑：American Educational Research Journal 49卷6期文章

1. Academic Discussions：An Analysis of Instructional Discourse and an Argument for an Integrative Assessment Framework

Author: Tracy Elizabeth, Trisha L.Ross Anderson, Elana H.Snow and Robert L.Selman

Source: American Educational Research Journal, 2012, 49(6): 1214-1250

Abstract:This article describes the structure of academic discussions during the implementation of a literacy curriculum in the upper elementary grades. The authors examine the quality of academic discussion, using existing discourse analysis frameworks designed to evaluate varying attributes of classroom discourse. To integrate the overlapping qualities of these models with researchers’ descriptions of effective discussion into a single instrument, the authors propose a matrix that (1) moves from a present/absent analytic tendency to a continuum-based model and (2) captures both social and cognitive facets of quality academic discourse. The authors conclude with a discussion of how this matrix could serve to align teachers’ and researchers’ identification of quality academic discussion and the process by which users could measure improvement in students’ discourse skills over time.

中文题目：学术讨论：对于综合评价框架的教学话语分析和评论

中文摘要：本文描述了初等教育高年级文学课程实施过程中的学术讨论的结构。作者利用已有的话语分析框架评价课堂对话的不同属性，以此检验学术讨论的质量。为了能用一种简单的工具把不同研究者对于有效讨论的描述和这些模式共同的特征整合起来，作者提出一个模型：（1）从现有的分析趋势转向基于连续的模型，（2）评估学术讨论的社会和认知两方面的质量。最后，作者讨论了该模型如何把教师和研究者对于高质量学术讨论的界定整合起来以及使用者如何测量学生在一段时间内的讨论技能的提升。