2023年12月21日下午，上海对外经贸大学语言教育与测评中心(CLEAR)举办了一场主题为“量化民族志：质性与量化研究方法的接口”的学术研讨会。华东师范大学教育信息技术学系的三名研究生和我院的两名研究生受邀分享了5场精彩的学术报告。本次研讨会由华东师范大学教育信息技术学系吴忭副教授和上海师范大学数理学院蒋政副教授担任点评专家，由语言教育与测评中心主任蔡雨阳教授和研究生徐修玥共同主持。该会议以线上线下的模式同步进行，国际商务外语学院副院长郭义副教授及50多名校内外师生在线上和线下SA501参加了此次研讨会。
On the afternoon of December 21st, 2023, the Center for Language Education and Assessment Research (CLEAR) of Shanghai University of International Business and Economics (SUIBE) hosted a blended conferencethemed “Quantitative Ethnography: The Interface between Qualitative and Quantitative Research Methods.” Five graduate students (three from the Department of Education Information Technology of East China Normal University (ECNU) and two from the School of Languages of SUIBE）shared their works based on the Epistemic Network Analysis (ENA) approach. Associate Professor Wu Bian from ECNU and Associate Professor Jiang Zheng from Shanghai Normal University were the discussants. Professor Cai Yuyang, Director of the CLEAR, and his graduate student Xu Xiuyue co-chaired the event. Associate Professor Guo Yi, Associate Dean of School of Languages of SUIBE and over 50 teachers and students from universities attended the conference offline and online at SA501.
会议召集人蔡雨阳教授和郭义副院长先后对点评专家吴忭和蒋政博士及广大参会师生的莅临表示热烈的欢迎。在第一场报告中，华东师范大学教育学部教育信息技术学系的研三学生郭文欣分享了主题为“了解基于课程的本科研究体验中职前教师的教师-研究者身份发展”的研究成果。在报告中，郭文欣展示了职前教师在“基于课程的本科生研究体验”（CURE）框架下如何探索他们的“教师-研究者身份”（TRI），以及该框架对身份探索的影响。本研究运用认知网络分析（ENA）对访谈数据进行深度分析，揭示了职前教师身份认同的演变过程。从最初的理论层面逐渐转向主观实践经验，他们成功地将抽象的理论与实际教学经验相结合，共同构建知识体系。这项研究深化了对师范生TRI探索过程的理解，为设计以特定身份发展目标为导向的CURE课程提供了有益的参考。
The conference convenor Professor Cai and Associate Dean Guoyi expressed their warm welcome to Dr Wu Bian and Jiang Zheng and all attendees. Guo Wenxin, a year-three graduate student in the Department of Education Information Technology, ECNU, kicked off the event with her talk “Understanding Teacher-Researcher Identity Exploration from Course-based Undergraduate Research Experience in Pre-service Teacher Education.” In the report, Guo Wenxin showed how student teachers explore their “teacher-researcher identity” (TRI) under the Course-Based Undergraduate Research Experience (CURE) framework and the impact of CURE on identity exploration. An in-depth analysis of interview data with the epistemic network analysis (ENA) helps her to reveal the evolution of pre-service teachers’ identities. The results showed that, gradually moving from the initial theoretical level to subjective practical experience, the pre-service teachers successfully combine abstract theory with practical teaching experience for collective knowledge generation. This study deepens the understanding of the TRI exploration process of normal university students and provides a valuable reference for designing CURE courses oriented towards specific identity development goals.
在第二场报告中，华东师范大学教育学部教育信息技术学系的研二学生李凤鸣同学分享了主题为“探究小学生协作问题解决能力的发展: 一项基于5E-STEM学习模型的个案研究”的报告。李凤鸣同学详细介绍了认知网络建模高绩效组在协作问题解决过程中的话语数据，通过对学习模式设计的有效性进行验证，深入探讨了协作问题解决能力的发展动态。她在报告中涵盖了研究设计、数据收集、文本编码以及图表分析等方面。
In the second report, Li Fengming, a year-two graduate student in the Department of Education Information Technology, ECNU, presented her research “Exploring the development of primary school students’ collaborative problem-solving skills: a case study based on the 5E-STEM learning model”. Li Fengming introduced the discourse data of a high-performance group in the collaborative problem-solving process in ENA in detail. By verifying the effectiveness of the learning model design, she discussed about the development dynamics of collaborative problem-solving skills. She covered research design, data collection, text coding, and chart analysis in her report.
在第三场报告中，华东师范大学教育学部教育信息技术学系的研一学生刘俊洋同学分享了主题为“基于SAMR框架的教师数字素养发展研究——以中小学科学知识衔接课堂实践为例”的研究成果。刘俊洋同学以两堂“音调”主题的小学和初中科学课为案例，运用SAMR模型划分了教师数字素养发展的阶段，并结合欧盟教师数字素养框架，通过认知网络分析(ENA)对教师课堂话语进行建模比较。
Liu Junyang, a year-one graduate student in the Department of Education Information Technology, ECNU, reported on “Research on digital literacy of in-service teacher based on the SAMR framework: a case study of connecting scientific knowledge in primary and secondary classroom practice.” Liu Junyang took two primary school and junior high school science classes on the theme of “Tone”as examples. He used the SAMR model to divide the stages of teachers’ digital literacy development and combined with the EU Teacher Digital Literacy Framework. Subsequently, he used the ENA to compare teachers’ classrooms discourse model.
在第四场报告中，上海对外经贸大学国际商务外语学院的研二学生徐修玥同学分享了主题为“运用认知网络探究硕士研究生反思式学习的差异”的一项研究。研究者根据入学成绩将学生分为低水平和高水平两组，以探究两组学生在反思式学习上的差异。运用认知网络分析文本数据，研究发现低水平组的学生倾向于在反思式写作任务中介绍已有理论，用理论来促进对现实问题的理解；高水平组的同学则偏向于直接描述他们的学习经历，较少寻找理论支撑。
Xu Xiuyue, a year-two graduate student from the School of Languages, SUIBE, presented a report entitled “Using Epistemic Network Analysis (ENA) to explore graduate students’ differences in reflective learning.” The study divided students into low-level and high-level groups based on their entry examination scores to explore their differences in reflective learning. Results of the ENA showed that students in the low-level group were more inclined to use existing theories in the reflective writing assignments to support their understanding of real problems. In contrast, students in the high-level group were more likely to directly describe their learning experience and less likely to seek theoretical support.
在第五场报告中，上海对外经贸大学国际商务外语学院的研二学生王攀同学分享了以“全英文教学环境下学术写作任务的要求特征分析: 基于认知网络的视角”为主题的研究成果。报告初始，王攀同学对“写作能力”这一概念进行了详细的梳理，接着介绍了从英语体裁、专业知识和思维能力这三个方面对不同专业学生在英语作为主要教学语言（EMI）课程中的写作任务进行了编码。通过认知网络分析（ENA），她揭示了不同专业及不同学习阶段写作任务在英语体裁、专业知识和思维方面的连结和差异。
Wang Pan, a year-two graduate student from the School of Languages, SUIBE, reported on the theme of “Revisiting the requirements of academic writing tasks in EMI programs: a lens from the ENA.” Wang Pan started her report with a detailed literature review on “writing competence.” Then she introduced the data, that is, the coding of 55 writing tasks from two English as the Medium of Instruction (EMI) programs based on three dimensions (i.e., genres, disciplinary knowledge, and thinking skills). Through ENA, she revealed the connections and differences in genres, disciplinary knowledge, and thinking skills among writing tasks across different programs and study stages.
每场报告之后，吴忭副教授和蒋政副教授分别对五位同学的报告进行了精彩的点评，并针对现场师生的提问进行了解答。 吴忭副教授更是指出认知网络分析的优点和面临的挑战。最后，蔡雨阳教授代表国际商务外语学院和CLEAR再次向吴博士、蒋博士、及所有报告人致以诚挚的谢意。
After each presentation, Associate Professor Wu and Associate Professor Jiang commented on the reports of the five students and answered the questions from the teachers and students on the spot. Associate Professor Wu also pointed out the advantages and challenges of epistemic network analysis (ENA). In the end, Professor Cai Yuyang once again expressed his sincere gratitude to Dr. Wu, Dr. Jiang, and all presenters on behalf of the School of Languages and the CLEAR.
撰稿人：左巧玲，陈艳，省可可，徐修玥，王攀
Contributed by ZUO Qiaoling, CHEN Yan, XING Keke, XU Xiuyue, WANG Pan