Disciplinary Domain Learning Development Through Synchronous Class Dialogue

Continuous development of network offers people changing interactive platforms and communicative modes. Network platform based on its personalized designs and service not only satisfies the need of people’s daily communication but also has been widely applied in teaching practice to gradually change and construct an efficient teaching mode. The design of early network teaching is lack of interaction and communication. However, recent online teaching focuses more on the practical application of computer mediated communication in the class except for depending on multimedia network teaching materials to improve human-computer interaction. The basic contents of computer mediated class in current study consist of text-based synchronous class dialogue and asynchronous reflections after class. The class cannot merely stimulate learners mutually multiple thinking but also extend the communicative space for helping learners to deepen disciplinary knowledge perceptions.Current education keeps a watchful eye on the innovation and reformation of classroom teaching, which also focuses on specific disciplinary domain learning and teaching model development. The thesis constructs research framework by describing influencing factors in the model of domain learning in detail and three stages through disciplinary domain expertise development in combination with observing studied class learning mode. Therefore, the current study focuses on interpretation of how threes factors including knowledge, interest and strategy make an influence on learners’ disciplinary domain learning development and their presentations and changes under the computer mediated dialogic class.The author took the course of Western Philosophy at X University as research object, observed blended class environments and teaching behavior chains in class structure and collected relevant data from three learning platforms to make a research on learners’ disciplinary domain learning development under efficient synchronous dialogic class.There are two research questions below to guide the present study: 1. How are the constitute factors of Domain Learning reflected in this observedcomputer mediated class? 2. How does synchronous class dialogue influence the construction and developmentof disciplinary domain learning?After one term’s observation of computer mediated dialogic class, both qualitative and quantitative methods are used in data analysis. The results reveal that synchronous dialogic class in blended learning environment contains the characteristics of sequential teaching structure, autonomic learning context, critical interaction and deep construction of learning model. Main factors of disciplinary domain learning in this class have comprehensive embodiment and development. The learning group participating in the class dialogue can smoothly complete learning tasks with the help of collective and cooperative wisdom and can make influencing factors move into new development stages through their interactive effects. Meanwhile, individual in the class gets a progress in aspects of cognitive improvement, interest formation, self-affirmation and thinking ability development.Based on the accommodation of CMDC learning mode, students can grasp certain learning strategies to deal with unfamiliar disciplinary domain knowledge and cultivate ability and interest of domain learning development, which can enlighten other disciplines learning.