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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 53:3 (2018) ► pp.222–256

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中文社交问答网络社区中的情境学习 (Situated learning in a Chinese question-and-answer online community)

以“知乎”为例 (The case of Zhihu)

 | University of Mississippi

Article language: Chinese

Published online: 26 April 2019
DOI logo with link
https://doi.org/10.1075/csl.18002.zen
摘要
“知乎”是使用频率最高 (7.6%) 的中文社交问答网络社区 (CNNIC (中国互联网信息中心). (2017). 2016 年中国社交应用用户行为研究报告 (2016 Nián Zhōngguó Shèjiāo Yìngyòng Yònghù Xíngwéi Yánjiū Bàogào: The 2016 Annual Report of User Behavior on Chinese Social Media Application). Retrieved from [URL])。本文从中级汉语媒体课中运用“知乎”开展教学活动的案例入手，以“情境学习”理论 (Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar) 的视角，揭示了学生在目的语社会中的网络平台上参与集体知识构建取得的收获及遇到的挑战，并以此为契机，介绍一种将社交问答网络平台运用于中高级对外汉语教学的思路。本文共有三个部分：首先，在充分参考前人研究的基础上，本文通过介绍三种围绕“知乎”展开的教学活动，提出了一个将网络社交问答社区运用于对外汉语教学的模型。其次，通过一项针对十名在中文课内、外使用“知乎”的学生的前导型调查，以及分析学生在“知乎”平台上创作的文本，本文进一步检测了该教学模型在实际应用中的收效与阻碍。最后，基于对现有案例的分析结果，本文总结了将网络社交问答社区引入对外汉语课堂的五个优势，并为未来的教学实践提出了两点建议。
Abstract
Situated learning in a Chinese question-and-answer online community: The case of Zhihu
Zhihu is the most widely used (7.6%) question-and-answer online community in China (CNNIC (中国互联网信息中心). (2017). 2016 年中国社交应用用户行为研究报告 (2016 Nián Zhōngguó Shèjiāo Yìngyòng Yònghù Xíngwéi Yánjiū Bàogào: The 2016 Annual Report of User Behavior on Chinese Social Media Application). Retrieved from [URL]). Using Zhihu as an example, the current study attempts to discuss how to integrate a question-and-answer online community into teaching Chinese as a foreign language (CFL). Through the theoretical lens of Situated Learning (Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar), this study examines the process of knowledge co-construction in a technology-enhanced Chinese learning environment. By looking at the gains and challenges that learners have encountered, this study invites CFL pedagogues to embrace the application of question-and-answer online community in their curriculum. This paper consists of three parts: In the first part, the author proposes an instructional model of adopting Chinese question-and-answer community in CFL curriculum by introducing three types of class activities using Zhihu. The second part reports data from a pilot study of ten students using Zhihu for Chinese learning, combined with an analysis of the texts that students produced online, to further reveal the effectiveness and difficulties in practice. In the last part, following a recap of the five pedagogical benefits of using a question-and-answer online community in a CFL curriculum, the author makes two suggestions for future implications.
Article outline
  • 一、引言
  • 二、理论基础：情境学习理论与参与式学习
  • 三、文献综述
  • 四、网络社交问答社区在中高级汉语课堂的运用：一个使用“知乎”的案例
  • 五、对“知乎”在中文课堂运用的反馈：一项前导性调查 (A Pilot Survey) 
  • 六、讨论与总结
  • 参考文献
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