班級歷程比較研究的參數

A Basic Concern of Cross-Cultural Research into Classroom Interactions

確定班級歷程的參數，為從事班級歷程的泛文化比較研究首須考慮的問題，本文旨在對此一問題作一澈底的分析。本文首先提示班級歷比較研究的重要性作為緒論，次則擬定班級歷程比較研究的基本預設；其次，探討如何確定班級歷程比較研究的準據；再次，利用各種不同社會科學觀點來分析班級歷程的參數，復次，根據此等準據來鑑定參數，作為班級歷程研究的變項。循此，得主要結論如下： 第一、普遍性，精粹性，可證驗性，可觀察與可測性為決定班級歷程比較研究之參考的準據。 第二、不同的社會科學觀點對班級歷程的認知不同，所選定的參數也不一。 第三、社會物理學觀點以“時間”為參數；社會結構觀以“組群”為主要參數；社會語言觀點重在“語言互動”為主要參數；而社會組織觀點屬意在“控制”為其主要參數，此等參數大致符合上述之準據。

This paper was purported to deal with the specification of parameters in a classroom interaction. This specification is a basic concern for a cross-cultural research into classroom. Three parts were inclnded.Part 1， the introduction， provided a rationae for this study and the assumption for this kind of research. Part two， tackled the criteria for defining a parameter in classroom interactions for cross- cultural researches. Part three， Viewed some parameters from different perspectives of social sciences. Further， it evaluated these parameters against the criteria aforementioned. Some conclusions were drawn from this analtyical study: First， universality， essentiality， verfiablity， being observable and measurable are the criteria against which to define appropriate parameters for study. Second， different perpectives perceive classroom interactions in a distinct way， which leads to their preference in defining parameters for a cross-cultural study on classroom interaction. Third， social physical perpective favors “time” as a parameter for crosscultural study; social linguistic perspective defines “verbal interactions” as the parameter; and social organizational perspective adheres to “control” as the parmeter.