如何传授知识？在教学施工工作中进行纠正手册演示

IF 1.3 2区文学 Q2 COMMUNICATION

Language & Communication Pub Date : 2025-01-01 DOI:10.1016/j.langcom.2024.12.008

Hanna-Ilona Härmävaara , Nathalie Schümchen-Schram

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引用次数: 0

摘要

利用职业学校建筑工地20小时的视频数据，这篇对话分析论文分析了针对在学习手工工作的背景下熟练使用任务相关工具的纠正演示。通过讲解演示，老师向学生展示如何熟练地使用工具，并引导他们的视野，看到在复杂的任务中应该如何解释材料结果。对学生新兴专业知识的导向表明，纠正性演示是如何建立在参与者现有的程序理解之上的，这种理解是通过纠正性演示来重新定向的。在这些多模态设计的演示中，一个关键的元素是工具转移，它标志着演示序列的开始和结束。

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How to teach know-how? Corrective manual demonstrations in teaching construction work

Drawing on 20 h of video data from a vocational school construction site, this conversation analytic paper analyzes corrective demonstrations that target the skilled use of task-relevant tools in the context of learning manual work. With narrated demonstrations, the teacher shows the students how to skillfully use the tools and guides their vision to see how the material outcome should be interpreted in materially complex tasks. Orientation to the students' emerging expertise shows in how corrective demonstrations are built on participants’ existing procedural understanding that is redirected by means of corrective demonstration. A crucial element in these multimodally designed demonstrations is tool transfer that marks the beginning and the end of the demonstration sequence.

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来源期刊

Language & Communication Multiple-

CiteScore

3.40

自引率

6.70%

发文量

期刊介绍： This journal is unique in that it provides a forum devoted to the interdisciplinary study of language and communication. The investigation of language and its communicational functions is treated as a concern shared in common by those working in applied linguistics, child development, cultural studies, discourse analysis, intellectual history, legal studies, language evolution, linguistic anthropology, linguistics, philosophy, the politics of language, pragmatics, psychology, rhetoric, semiotics, and sociolinguistics. The journal invites contributions which explore the implications of current research for establishing common theoretical frameworks within which findings from different areas of study may be accommodated and interrelated. By focusing attention on the many ways in which language is integrated with other forms of communicational activity and interactional behaviour, it is intended to encourage approaches to the study of language and communication which are not restricted by existing disciplinary boundaries.