龔鵬程對話海外學者第八十一期：在后現代情境中，被技術統治的人類社會，只有強化交談、重建溝通倫理，才能獲得文化新生的力量。這不是誰的理論，而是每個人都應實踐的活動。龔鵬程先生遊走世界，并曾主持過“世界漢學研究中心”。我們會陸續推出“龔鵬程對話海外學者”系列文章，請他對話一些學界有意義的靈魂。范圍不局限于漢學，會涉及多種學科。以期深山長谷之水，四面而出。

莎拉軒尼詩教授（Professor Sara Hennessy）

劍橋大學教育學院教師發展與教學創新教授、EdTech Hub研究中心主任

龔鵬程教授：您好。在學校因新冠疫情關閉期間，學校教師如何利用科技進行教學并與學生溝通接觸的？ 后疫情時代，他們將面臨的最大挑戰是什么？

莎拉軒尼詩教授：龔教授，您好。這場新冠疫情迅速升級，我們迫切需要為教師提供支持與幫助，為遠程或混合教學制定策略。我在教育技術中心的團隊與T4教育的同事合作，在2021年對教師進行了一次全球性的調查。該調查評估了疫情對教師和學生的影響，提供了關于他們在前一年（疫情高峰期）獨特的經驗。我們驚人地收到了來自165個國家的教師的20,679份答復。東亞和太平洋地區以及南亞是調查占比最大的區域范圍。

調查結果顯示，超過一半的教師認為互聯網接入和硬件的不足阻礙了學校提供高質量的教學。不幸的是，由于對使用數字工具的重視程度提高，國家內部地區以及各國之間，包括城市和農村地區之間，原先在獲取技術方面的差距進一步擴大了。

一個有趣的發現是，與公立學校和其他學校相比，低成本的私立學校提供的數字設備較少（從而引出了一個問題，即父母交的學費都花在哪兒了？）

教師們報告說，在家里接觸互聯網或科技較少的學生最有可能遭受損失。

教師們最常使用的工具是：（1）用于在線教學的視頻會議；（2）用于聯系學習者和家長的社交軟件；（3）視頻資源（如在線/數字電視）；（4）虛擬學習環境；（5）數字教科書。

技術的使用是很好的，幾乎一半的教師在新冠疫情期間在網上授課。然而，同樣比例的教師需要通過紙質打印的方式來為學生提供教學材料！可見在教學方面，技術的使用相當不足。

一個更積極的發現是，42%的教師在上一年花了超過10天的時間進行教師職業發展培訓（TPD），比通常的經合組織（經濟合作與發展組織）國家的年度平均水平還要高，這是相當值得注意的。

正如我們可以想象的那樣，這種TPD大部分集中在培養使用數字工具進行在線教學的能力。

超過一半的教師認為，在這個領域需要更多的TPD——高于所有其他潛在的需求，包括一般的教學法和教師的身心健康。

教師們還希望學校把重點放在支持學生的自我約束、實踐和反思上，而不是僅僅放在指導上。

The pandemic rapidly escalated the urgent need to offer teachers support with developing pedagogical strategies for remote or hybrid teaching and learning. My team inEdTech Hub collaborated with colleagues at T4 Education on a global survey of teachers in 2021. This assessed the impact on teachers and learners, providing unique, timely information about their experiences over the previous (peak pandemic) year. It received an amazing 20,679 responses from teachers in 165 countries. East Asia and Pacific, and South Asia, were the largest regional groups.

The findings showed that more than half of teachers thought insufficient internet access and hardware hindered their schools’ provision of high quality instruction. Unfortunately, the pre-existing geographical digital divides in technology access – within and across districts, regions and countries, including between urban and rural areas – were exacerbated through the escalated emphasis on using digital tools. One interesting finding was that low-cost private schools offered less access to digital tools than government and other schools (begging the question of what parents are paying for?). Learners with less access to the internet or technology at home were reported by teachers as most likely to suffer learning losses. The most common tools that teachers used were (1) video conferencing for online teaching, (2) social messaging to contact learners and parents and (3) video resources (e.g. online / digital TV), (4) virtual learning environment and (5) digital textbooks. Technology use is all well and good, and almost half of teachers taught classes online during the pandemic. However, the same proportion made printed copies of digital resources for learners! Finally, technology was rather under-used for assessing learning.

A more positive finding was that 42% of teachers spent more than 10 days undertaking teacher professional development (TPD) during the previous year, more than the usual annual OECD country average, which was quite notable. As we might imagine, much of this TPD focused on developing competence in using digital tools for online teaching and learning. Over half of teachers prioritised the need for more TPD in this area though– above all other potential needs including general pedagogy and teacher wellbeing. Teachers also wanted schools to focus on supporting learners’ self-regulation, practice and reflection, rather than solely on direct instruction.

龔鵬程教授：在中低收入國家，基于技術教學的主要挑戰是什么？

莎拉軒尼詩教授：要強調的第一點是，不加批判地認為技術具有積極的、"變革性 “的好處是錯誤的。事實上，許多研究表示對學習沒有影響，有些甚至顯示出有負面的影響！??但是，負面的結果往往沒有被報道。

然而，我們需要避免重復過去的錯誤。一個相當令人沮喪的例子是，像筆記本電腦和平板電腦這樣的便攜式設備不斷大規模地推出，但卻沒有首先幫助教師學會在課堂上有效地使用它們進行學科教學（不僅僅是技術培訓）。

總而言之，必須確定科技技術的附加值與成本效益要高于傳統方法，并嚴格測試其效益。

當然，在許多國家，基礎設施方面的挑戰是真實存在的。這些國家的互聯網連接不完善，甚至供電系統也可能不是普遍存在的。許多學生和教師也缺乏接觸數字設備的機會，以及使用這些設備的技能。

國家和地區內部也存在分歧；農村社區和低收入群體在校外使用技術的經驗往往較少，因此涉及他們的項目需要提供更多的幫助。

一種方法不可能適用于所有人！這意味著“最佳實踐”和“有效的方法”這兩個術語具有誤導性。他們認為，促進科技學習的方法是普遍有效的。相反，有效的實踐——包括技術的選擇——只有在特定的環境中，針對特定的教育目的和需求才會成功。

地方性的差異意味著推廣一項舉措是很棘手的。擴大規模需要建立在與當地利益相關者的合作設計、開發、試驗和反思之上。他們需要以與文化相關的方式塑造并實施倡議，以解決當地問題。

在中低收入國家，很少有關于教育技術使用的研究——用于教師發展或學生學習——幫助適應個人的學習水平或邊緣化學習者的需求。我所說的邊緣化是指女孩、農村社區、殘疾學生、受危機影響的人和少數民族語言學習者等。

我們需要記住，絕大多數的互聯網和軟件內容都是英文的，這使得它們普遍無法使用。

教育技術中心探討了這些問題。

The first point to stress is that uncritical assumptions that technology has positive,‘transformational’ benefits are misguided. In fact, many studies show no impact on learning, and some even show negative effects! However, negative results often go unreported – yet, we need to avoid repeating past mistakes. A key, rather depressing example is the continual rollout at scale of portable devices likes laptops and tablets without first supporting teachers to learn to use them effectively in the classroom for subject teaching and learning (this means far more than technical training). In sum, it’s essential to identify the added value and cost-effectiveness of technology over and above conventional means, and to test its benefits rigorously.

Infrastructure challenges are of course real in many countries, where internet connectivity is patchy and even mains electricity may not be pervasive. Many learners and teachers lack access to digital devices too, and skill with using them. There are divisions within countries and regions too; rural communities and low-income groups tend to have less experience of technology use outside school, so initiatives involving them need to provide more support.

One size does not fit all! This meansthe terms ‘best practice’ and ‘what works’ are misleading. They suggest that universally valid recipes exist for promoting learning with technology. Instead, effective practices — including technology choices — are only successful in specific contexts, for specific educational purposes and needs. Local variation means that scaling an initiative is tricky. Scaling up needs to be based on collaborative design, development, trialling, and reflection with local stakeholders. They need ownership for shaping and implementing initiatives in culturally relevant ways, to address local problems.

Few technology initiatives and very little of the research on EdTech use– for teacher development or student learning – in LMICs supports adaptation to either individuals’ learning levels orneeds of marginalised learners. By marginalised I mean girls, rural communities, learners with disabilities, those affected by crises, and minority language learners, for instance. We need to remember that the vast majority of internet and software content is in English, making it widely inaccessible. EdTech Hub explores these issues.

龔鵬程教授：您曾研究過課堂上的對話互動。什么類型的對話在教學中最有效？

莎拉軒尼詩教授：在教育 "對話 "中，參與者不僅僅是說話：他們互相傾聽，通過分享他們的想法來做出互動，并與他人的觀點進行交流。

特別是，他們探索和評估不同的觀點和理由：如果沒有一定程度的差異，就沒有什么可談的！

在對話中，各種想法被聯系起來，知識在課堂內或不同課堂之間由集體建立起來。因此，學習取決于社會活動，而不是從知識淵博的權威向新手傳遞知識。

我們在劍橋大學的團隊通過對英格蘭48所小學的72名教師教授的144節數學、英語和科學課的詳細分析（逐個交談），得出了有關影響師生交流的有力證據。有兩種對話與標準化測試的學習成果密切相關：

·基于或詳細闡述他人的想法，并邀請他人基于自己的想法進行構建

·挑戰、懷疑、反對或質疑他人的觀點——批評但尊重他人

然而，只有當這些形式的談話發生在對學生給予鼓勵與幫助的課堂氛圍中，學習成果才是明顯的：

·學生的積極參與——多個學生發表了自己的觀點，并與其他人的想法進行了有效的交流

高質量的小組工作與學習成果的聯系更加緊密，特別是當參與者持有并探索不同的觀點時。

事實上，對科學小組工作的研究表明，遇到相反的觀點可以使學生在課程結束后的幾周內進行更多的學習。這是因為他們會繼續反思并接觸到更多的相關信息。

小組學習是有效的，因為在分享之前，學生可以在壓力較小的環境中排練想法、練習推理并解決問題。他們可以讓其他學生“看到”他們的思考，他們可以反思并評估新的想法，也就是說，他們不再被動的去傾聽。對美國小學數學的研究發現，提供詳細、正確的解釋并輔以證據，可以提高成績。

In educational ‘dialogue’, participants don’t just talk: they listen to each other, they contribute by sharing their ideas, they justify their contributions and engage with others’ views. In particular, they explore and evaluate different perspectives and reasons: without a degree of difference, there is not much to talk about! In dialogue, contributions are linked and knowledge is built collectively within or across lessons. So, learning depends on social activity rather than being a transmission of knowledge from more knowledgeable authorities to novices.

Our team at the University of Cambridge produced evidence concerning the impact of teacher-student dialogue through detailed (speech turn-by-turn) analyses of 144 lessons in mathematics, English and science taught by 72 teachers in 48 primary schools across England. There were two kinds of talk that came out as strongly associated with learning gains on standardised tests:

·building on or elaborating others’ ideas, and invitations to others to build on ideas

·challenging, doubting, disagreeing with or questioning others’ views – critically but respectfully

However, learning gains are only evident when these forms of talk happen in the context of a supportive classroom ethos, i.e. where there is:

·active student participation – multiple students give extended contributions and engage productively with others’ ideas

High quality small group work is even more strongly linked with learning gains, especially when participants hold and explore different views. In fact, research on groupwork in science shows that encountering opposing views can prime students for even more learning to take place in the weeks after the session. This is because they continue to reflect and to encounter more relevant information.

Groups are effective because learners can rehearse ideas and practise reasoning and problem solving in a less stressful environment before sharing. They can“make thinking visible” to other students, who can reflect on and evaluate the new ideas, i.e. they go beyond passive listening. Studies of primary school mathematics in the US found that providing detailed and correct explanations backed up with evidence relates to higher achievement.

龔鵬程教授：教師可以采取哪些實用方法來使他們的課堂互動對學習更有成效？

莎拉軒尼詩教授：教師可以從發現他們所處環境中有問題的、令人費解的或有趣的方面開始。一個好的方法是記錄一堂課或一次討論，然后系統地確定他們的學生的對話和他們自己的實踐目前的樣子的。然后，有一些技巧可以用來提高學習活動中的有效參與度。這包括提出開放性問題并明確使用 “談話的基本規則”——幫助學生進行對話。這些，以及提供句柄引導（例如 “我不同意X，因為……”）可以使學習者習慣于傾聽、參考他人想法、表達同意或者反駁。

在學習效果最好的課堂上，我們發現教師講得更少，學生們輪流講得更多、更長。教師營造了一種開放的課堂氛圍，他們不對學生的想法進行評價（不確定性可能反而是非常富有成效的！）他們會對比不同的觀點，提出更多“如何” 和 “為什么”的后續問題。

不過，在活動設計中需要支持學生與他人進行想法上的交流；例如，讓學生們為一個共同的目標而合作，或建造一個共同的作品（如故事、海報/拼貼、思維導圖、演示文稿）。這有助于使思維清晰可見。“談話要點”是一種很好的理性辯論活動；它們是挑釁性的或有趣的陳述——而不是問題——在討論中讓學生們（尊重地）表達自己同意或反對的觀點。和基本規則一樣，它們可以用于小組工作或全班討論。

孩子們需要學會在小組中有效地交談并合作——他們不是生來就知道如何做的!

支持這一點的進一步技巧包括鼓勵學生冒險，以及從試驗和錯誤中學習，組成具有不同水平的小組，并讓他們負責每個人的參與和學習。同樣重要的是，鼓勵學生評估他們自己的合作質量，并與其他小組或在全班全體會議/總結中分享他們的學習成果，這樣他們就能明確自己的想法。然后，他們可以讓他們的同伴作出回應和評論，繼續進行溝通。

我們有大量的材料支持教師采用這些方式，我們非常樂意讓人們免費使用這些材料。

Teachers can start by identifying problematic, puzzling or interesting aspects of practice in their settings. A good way is to record a lesson or discussion and then systematically identify what their students’ dialogue and their own practice is currently like. Then, there are some techniques available to support productive participation in learning activity. These include posing open questions and explicitly using ‘ground rules for talk’ – supporting dialogic practices, negotiated with students. These, and also providing sentence stems (e.g. “I disagree with X because…”)can accustom learners to listening, referencing others, expressing agreement and counter-argument.

In classrooms with the highest learning gains, we find that teachers speak less and students take more, longer turns. Teachers create a sense of openness and they withhold evaluation of students’ contributions (uncertainty can be fruitful!). They contrast different opinions and ask more “how” and “why” follow-up questions.

Support for dialogue in which students engage with others’ ideas needs to be built into activity design though; for example, requiring students to work together towards a common goal or construct a joint artefact (e.g. a story, poster/collage, concept map, presentation). This helps to make thinking visible. ‘Talking points’ are a great activity for reasoned debate; they are provocative or interesting statements – not questions – that students are asked to agree or disagree (respectfully) with during discussion. Like ground rules, they can be used in group work or whole class discussion.

Children need tolearn to talk and work effectively together in small groups – they are not born knowing how! Further techniques to support this include encouraging risk taking and learning from trial and error, composing groups with mixed attainment levels and assigning them responsibility for everyone’s participation and learning. It’s also important to encourage students to evaluate the quality of their own collaboration, and to to share their learning outcomes with other groups or in a whole class lesson plenary/conclusion, so that they make their thinking explicit. They can then ask their peers to respond and comment, continuing the dialogue. Note that we have extensive materials supporting teachers in these ways, which we are very happy for people to use freely.

龔鵬程，1956年生于臺北，臺灣師范大學博士，當代著名學者和思想家。著作已出版一百五十多本。

辦有大學、出版社、雜志社、書院等，并規劃城市建設、主題園區等多處。講學于世界各地。并在北京、上海、杭州、臺北、巴黎、日本、澳門等地舉辦過書法展。現為中國孔子博物館名譽館長、美國龔鵬程基金會主席。