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Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making
Learning, Culture and Social Interaction ( IF 1.913 ) Pub Date : 2021-05-15 , DOI: 10.1016/j.lcsi.2021.100520
A. Twiner , K. Littleton , D. Whitelock , C. Coffin

This paper explores a common educational dilemma, namely that of how to resource meaningful teaching and learning experiences, and the research challenge of how to represent the multimodal complexity of pedagogic intentions and instantiations. We share the sociocultural view of talk as a central tool in meaning making, aligned with attention to how teaching and learning conversations are mediated by communicative cues and interactions orchestrated across modes. We present extracts to exemplify the benefits of combining sociocultural discourse analysis (SCDA) and multimodal analysis, to explore classroom data at different levels of detail and temporal range. The context for the data collection was a series of lessons on the Great Fire of London with a Year 2 class (6–7 years). Lessons were part of a project using dance and interactive technologies to support understanding. We highlight the purposeful use of different analytic foci, enabled by SCDA and multimodal analysis, and explore what this can add to researchers' understanding of the contextualised nature of meaning making, building and weaving over time, in often unexpected ways. The original contribution of this paper is in offering an innovative mixed-methods approach to explore the complex detail, development and multimodal array of educational interaction.



中文翻译:

结合社会文化话语分析和多模态分析探索教师和学生的意义创造

本文探讨了一个普遍的教育难题,即如何为有意义的教与学经验提供资源,以及如何表现出教学意图和实例的多模式复杂性所面临的研究挑战。我们分享谈话的社会文化观点,将其作为意义表达的主要工具,并关注通过交流提示和跨平台精心安排的互动来调解教与学对话模式。我们提出了摘录,以举例说明将社会文化话语分析(SCDA)与多模式分析相结合的好处,以探索细节和时间范围不同级别的课堂数据。数据收集的背景是一系列关于伦敦大火的课程,课程为2年级(6至7年)。经验教训是使用舞蹈和互动技术支持理解的项目的一部分。我们重点介绍了SCDA和多模式分析支持的不同分析焦点的有目的使用,并探讨了这些可以以通常意想不到的方式加深研究人员对随着时间推移而进行的意义制造,构建和编织的语境本质的理解。本文的原始贡献在于提供了一种创新的混合方法来探索复杂的细节,

更新日期:2021-05-15
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