CAJ | 학술논문

知识建构作为学习的一种隐喻，关注学习结果，更关注学生的学习过程。本研究以“摄影技术”课程为例，采用弗兰德斯互动分析系统，针对课堂知识建构活动三大环节中教师和学生所进行的言语互动进行分析，探讨课堂知识建构活动中学生的参与度和教师的重要作用及在各个知识建构活动环节中的体现。研究发现，在课堂知识建构中，学生的参与度和话语权得到增强，其作为知识创造者的角色得到充分体现，同时，知识建构的课堂教学对教师提出了更高要求，教师在知识建构活动过程中需适时进行组织、引导和决策。
지식건구작위학습적일충은유，관주학습결과，경관주학생적학습과정。본연구이“섭영기술”과정위례，채용불란덕사호동분석계통，침대과당지식건구활동삼대배절중교사화학생소진행적언어호동진행분석，탐토과당지식건구활동중학생적삼여도화교사적중요작용급재각개지식건구활동배절중적체현。연구발현，재과당지식건구중，학생적삼여도화화어권득도증강，기작위지식창조자적각색득도충분체현，동시，지식건구적과당교학대교사제출료경고요구，교사재지식건구활동과정중수괄시진행조직、인도화결책。
Knowledge building implies learning, but it also pays more attention to the process of learning, not only to the results. This study takes the course of ＂ The Technique of Photography＂ as an example and analyzes the discourse interaction between teachers and students in three knowledge building activities in the class （personal understanding, discussion and practices in groups, and artifacts sharing between groups ） using FIAS （ Flanders Interaction Analysis System ）. It aims to explore students＇ performance and the importance of the instructors in the knowledge building ac- tivities. This study points out that knowledge building activities can increase students＇ participation in the class. In addition, this study reveals that teachers＇ role is more important in the knowledge building activities and he/she should provide timely guidance in the entire knowledge building activity.