Zhao Jingbo, Song Tingting, Song Xiaoying, Bai Yuanmeng
Key Laboratory of Data Science and Smart Education, Ministry of Education, Hainan Normal University, Haikou, China.
Front Psychol. 2022 Sep 20;13:945909. doi: 10.3389/fpsyg.2022.945909. eCollection 2022.
Classroom teaching is a kind of social activity system. Thus, as a form of classroom learning, collaborative problem solving has a strong social attribute. It is extremely common to choose the conflict discourse in the context of cooperation. The verbal characteristics of the conflicting discourse level in cooperative mathematics problem solving directly affects the cooperative learning between students and the classroom teaching of teachers. This article focuses on the overall linguistic characteristics of conflict discourse in solving cooperative problems and the discourse style and language characteristics of the three stages of conflict discourse. The main research conclusions are as follows: (1) The classification of language features of conflict discourse includes extreme summaries, negation, discourse markers, and so on. Among them, the frequency of Indexical 2nd-person pronouns is the highest. (2) The language expressions at the "initial stage of conflict" include Explanatory statement Negative response, instruct refuse and Seditious inquiry Confrontational answer. The language shows the characteristics of using emphatic words or phrases, negative words, imperative sentences and so on. Meanwhile, rebuttal questions, direct responses, explanations, and negative avoidance are the main forms language expressions at the "conflict stage." It also exhibits the verbal characteristics of rhetorical questions, negative comments, and direct negation. Lastly, topic-shifting, compromise, third-party intervention, and one-sided wins are the linguistic expressions at the "end of conflict." The language features are the appearance of tone relaxation and language easing, and the conflict ending utterances reflect cooperation.
课堂教学是一种社会活动系统。因此，作为课堂学习的一种形式，协作式解决问题具有很强的社会属性。在合作情境中选择冲突性话语极为常见。合作性数学问题解决中冲突性话语层面的言语特征直接影响学生之间的合作学习以及教师的课堂教学。本文聚焦于解决合作性问题时冲突性话语的整体语言特征以及冲突性话语三个阶段的话语风格和语言特点。主要研究结论如下：（1）冲突性话语的语言特征分类包括极端概括、否定、话语标记等。其中，指示性第二人称代词的出现频率最高。（2）“冲突初始阶段”的语言表达包括解释性陈述、否定回应、指令拒绝以及煽动性询问、对抗性回答。语言呈现出使用强调性词语或短语、否定词、祈使句等特征。同时，反驳性问题、直接回应、解释以及消极回避是“冲突阶段”语言表达的主要形式。它还展现出反问句、负面评价和直接否定的言语特征。最后，话题转移、妥协、第三方介入和单方面获胜是“冲突结束阶段”的语言表达。语言特征表现为语气缓和、语言放松，且冲突结束话语体现出合作。
