"恶魔代言人"策略对初中生可视化协作论证行为的影响研究OA

In the current era of overwheleming information,visualized collaborative argumentation has gained increasing prominence as a vital approach to develop students'argumentation competence,information literacy,and critical thinking.However,current practical implementation often suffers from insufficient argument depth and uneven participation.As a crucial scaffolding tool,role scripts can strength the structure and depth of argumentation,with the"Devil's Advocate"strategy showing great potential to stimulate argumentative interactions and deepen arguments among junior high school students.Therefore,this paper adopts the"Devil's Advocate"strategy to integrate visualized collaborative argumentation into junior high school information technology curriculum.Combined with cognitive network analysis and lag sequential analysis,it explores how role scripts shape learners'characteristics and patterns of argumentative behaviors.The findings indicate that(1)supported by the"Devil's Advocate"strategy,junior high school students'argumentative behaviors shifts from individual-focused engagement toward peer and group-level interactions,with their argumentative behaviors evolving from task-oriented operations to diversified argumentative networks centered on reasons and characterized by multi-element connections;(2)argumentative behavior patterns develops from local sequences such as"evidence→reason"and partial self-loops into an in-depth pattern with"evidence↔reason"as the core,incorporating behaviors including"reason→elaborated rebuttal";(3)learners'argumentation competence improves yet the improvement does not reach statistical significance.This study reveals the evolutionary characteristics of junior high school students'argumentation behaviors under the"Devil's Advocate"strategy and provides pedagogical and research suggestions for effectively promoting visualized collaborative argumentation among junior high school students.