自我概念变化：反思语境中第一人称代词的使用研究

发布时间：2018-04-18 19:42

本文选题：CAIR课堂模式 + 自我概念　；参考：《杭州师范大学》2012年硕士论文

【摘要】：自我概念是一个组织有序并且复杂多变的系统,它包括对自身存在的信念、态度和观点等(Purkey,1987)。自我概念是可习得、多变和可发展的。Vygotsky(1952)和其他研究者(Zimmerman and Blom,1983;Tudge,1992)认为,学习是个体与他人或自己的互动过程。在社会性互动的学习中,人们会经历认知冲突。Lee与Kwon在2001年提出认知冲突过程模型,这个模型分成三个阶段：分别为预备阶段、经历冲突阶段与冲突解决阶段。当学生意识到冲突情境与他们的前认知不能调和的时候,会使他们激发起从行动和内心去解决当前困惑的意愿。与此同时,他们会重新评估自己以学习新的知识和技能,最终达到自我概念发展。第一人称代词是传递自我的有效媒介,它能够使多层面、多模式的身体感知主语化(Lowell Gaertner, Constantine SedikidesErin M. O'Mara,2008)。第一人称话语的变化表现为第一人称代词的使用频率,具体动词的选择和话语语义的变化。笔者通过对导师CAIR课堂近两年的观察发现,如何激发学习者的有效认知冲突是提高课堂效率的一个重要的因素。CAIR课堂模式包括自主学习、小组合作、课堂互动及课后反思四个环节,让学生利用思维概念图软件展示阅读中建构的认知结构,并在与小组同学和课堂教师的反复互动中不断遭遇到认知冲突,提高课堂把握能力,进而促进自我发展。针对CAIR课堂模式注重有效认知冲突激发的特点,笔者对导师的体验性学习课堂进行了一个经验性的长期的个案研究。研究利用学生的反思和词刺激这两样工具,力图追踪认知冲突的在课堂发生,发展及解决的过程；通过观察学生的语义网络的核心区与边缘区的刺激词的变化,评估学生的自我概念发展情况。本研究的基本问题如下： (1) CAIR课堂反思语境中第一人称代词的使用有哪些特点? (2)自我概念变化在学生反思中如何呈现? (3)自我概念变化在词刺激测试中如何表现? (4)第一人称代词的使用自我概念变化之间存在何种关系? 通过研究,本文得出了以下结论： (1)CAIR课堂使学生反复地体验认知冲突的冲突阶段、冲突解决阶段,促进了学生的自我概念发展。在认知结构和自我概念等方面体验到巨大变化。学生的认知结构和自我概念发生了很大的变化。学生接触该文化时间越长,其自我概念就会表现出与课堂文化特征近似的变化。 (2)通过对含有第一人称代词的反思语句分析发现,学生第一人称的使用频率越高,他们自我概念的变化越大。 (3)自我概念的变化过程经历拒绝、困惑和不断努力等环节。新概念形成同时会增加认知、情感、动作和意识动词的使用频率。它表明学生的自我概念变化是一个融合心里和行动并且重构自我意象图式的过程。 (4)自我概念的社会心理表征相对固定,其保守部分基本不变,其中立部分以不同的词语再现了保守部分的语义特征。类似于CAIR的挑战性学习环境,对自我概念的社会心理表征施加较大的影响,不仅能改变学生原有性格倾向的平衡,还能诱发社会心理表征的变革部分,以适应新课堂文化的要求。
[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.

【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H04

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