合作推理对青少年同伴关系发展的影响

doi:10.16187/j.cnki.issn1001-4918.2026.03.02

摘要/Abstract

摘要： 如何促进青少年同伴关系的健康发展是基础教育面临的重要挑战。本研究在中学课堂引入以学生为中心、以小组讨论为基础的合作推理学习模式,探究其对青少年同伴关系发展的影响。研究收集了474名初一学生(干预组238人,对照组236人)在参与合作推理讨论前后班级内的友谊关系,根据关系变化构建了获得、保持不变和失去三种友谊网络。对友谊网络的社会网络分析发现:(1)参加合作推理讨论的学生比接受传统教学的学生发展出更多新的友谊关系;(2)不善言辞、同伴接纳度低的干预组女孩比对照组女孩更容易维持稳定的社交网络。这些结果表明,互动、合作的同伴环境不仅促进了青少年同伴关系的发展,也有效地调节了社交弱势群体社交网络的稳定性。

关键词: 合作推理, 同伴关系, 青少年, 社会网络分析

Abstract: This study introduced a student-centered, discussion-based learning format called Collaborative Reasoning (CR) in middle school classrooms and examined its impact on the development of peer relationships among Chinese adolescents. The participants included 474 seventh graders from eight classes in a rural school in northern China. Four classes, consisting of 238 students, were randomly assigned to engage in CR discussions, while the remaining four classes, with 236 students, received traditional, teacher-directed Chinese reading instruction. To assess students’ social characteristics and friendship dynamics, sociometric questionnaires were administered to all participants. Three types of friendship networks were established based on peer nominations: gained friendships, maintained friendships, and lost friendships. Social network analysis of these friendship networks revealed that students in the CR group formed more new friendships compared to those in the control group. Notably, within the CR group, quiet girls and those with low peer-liking ratings were more likely to maintain stable social networks than their counterparts in the control group. These findings indicate that CR not only promotes the development of adolescent peer relationships but also effectively maintains the stability of social networks among disadvantaged groups.

Key words: collaborative reasoning, peer relationship, adolescents, social network analysis

中图分类号:

B844

李璇, 马淑风. 合作推理对青少年同伴关系发展的影响[J]. 心理发展与教育, 2026, 42(3): 315-325.

LI Xuan, MA Shufeng. The Influence of Collaborative Reasoning on Chinese Adolescents’ Development of Peer Relationships[J]. Psychological Development and Education, 2026, 42(3): 315-325.

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