The Use of Collaborative Reasoning to Promote the Quality of Text-Based Discussion: A Case Study in the Chinese Community School

10.6148/IJITAS.201812_11(4).0004

Hsiao-Feng Tsai；Ian A. G. Wilkinson

Collaborative reasoning ； Instructional discourse analysis ； Higher order thinking skills

International Journal of Intelligent Technologies and Applied Statistics

11卷4期（2018 / 12 / 01）

283 - 299

英文

This study examined small-group discussions of narrative texts conducted by a Chinese teacher with five 13- to 15-year-old Chinese heritage students in a Chinese community school classroom. The purpose of the study was to explore whether and how Collaborative Reasoning (CR) (Anderson et al., 2001) would help to shift their text-based discussion toward a dialogic spell, which, according to Soter, Wilkinson, Murphy, Rudge, and Reninger (2006), could promote students' higher order thinking skills and reasoning process. Findings indicated that after CR was implemented, not only the discursive features of the teacher and her students' talk had changed, but the participation structure, which is featured by the turn-taking rules and the ratio of teacher and students' talk, had been shifted from a teacher-led talk to a student-led talk. Our findings suggest that the implementation of CR may alter the nature of classroom discussion in the Chinese community school.

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