作者：刘清堂,常瑀倍*,章光琼,李小娟,吴林静

出版刊物：Thinking Skills and Creativity

出版时间：2025年

内容摘要：

Students generate diverse emergent roles when they engage in discussions and contribute their insights during collaborative argumentation. The emotional interactions among the emergent roles affect the effectiveness of collaborative argumentation. However, existing studies lack a multidimensional and dynamic process analysis of emergent roles in collaborative argumentation, especially considering the emotional interaction of emergent roles closely related to successful collaborative learning. To fill the above research gaps, the study designed and implemented five phases of collaborative argumentation activities: context creation, peer communication, intra-group negotiation, inter-group integration, and classroom activities. The present study examined the emotional interactions of emergent roles based on the multidimensional and processual discourse data in collaborative argumentation using content analysis, cluster analysis, the Kruskal-Wallis test, and Post-hoc tests. Three emergent roles in collaborative argumentation were identified: activity guider, active constructor, and task follower. The results of the Kruskal-Wallis test and Post-hoc tests revealed significant differences among emergent roles in terms of positive emotional response and evaluation. The active constructors’ negative emotional evaluation and expression gradually weakened, and the activity guiders’ negative emotional expression and evaluation gradually strengthened. But the positive emotional interactions of the three emergent roles did not significantly change in phases. Finally, suggestions for promoting high-quality collaborative argumentation were discussed based on the study findings.

学生在协作论证过程中通过参与讨论与贡献见解，会形成多样化的生成性角色。这些角色之间的情绪互动影响着协作论证的整体效果。然而现有研究缺乏对协作论证中生成性角色的多维动态过程分析，尤其未能充分关注与成功协作学习密切相关的角色间情绪互动。为填补上述研究空白，本研究设计并实施了包含情境创设、同伴交流、组内协商、组间整合和课堂活动五个阶段的协作论证活动，综合运用内容分析、聚类分析、Kruskal-Wallis检验及事后检验方法，基于多维度过程性话语数据考察了生成性角色间的情绪互动特征。研究发现协作论证中主要存在三类生成性角色：活动引导者、积极建构者和任务跟随者。Kruskal-Wallis检验与事后检验结果表明，不同生成性角色在积极情绪响应与评价维度上存在显著差异。随着论证阶段推进，积极建构者的消极情绪评价与表达逐渐减弱，而活动引导者的消极情绪表达与评价则逐步增强，但三类角色的积极情绪互动在不同阶段未呈现显著变化。最后，基于研究发现讨论了促进高质量协作论证的教学建议。