由实证研究的结果，我们发现：

①大多数三年级和五年级的小学生都处于多元论阶段，体现出一定辩论技能，尤其在社会领域；

②从三年级到五年级的绝对主义者变少，而评价主义者增多，体现了发展变化，辩论技能也是五年级有所增长；

③个人喜好或价值判断领域的认识论信念水平和辩论技能有负相关；

④合作情境使得三年级学生对个人喜好的认识向绝对化发展，对价值领域的认识促进不如个人情境，但对三年级和五年级科学辩论任务的表现都有所促进。

总的来说，合作辩论对科学辩论任务的表现有促进作用，但对社会辩论任务促进不大。由于社会辩论任务其实包含价值判断，是“应不应该”的问题，所以这个结果和合作辩论对三年级学生价值判断领域的个体认识论水平的影响可以结合来看。合作辩论使得小学生，尤其是低年级的小学生对价值判断的问题更倾向形成绝对化的信念（也许和群体极化有关），这一影响可能会阻碍合作辩论对社会辩论任务的促进。未来研究应充分考虑领域差异、发展阶段，在此前提下进一步考察合作辩论对个体认识论信念和辩论技能，甚至对审辩思维能力的影响。

摘要Abstract

Personal Epistemology was considered related to argumentation skills, which could be enhanced by collaborative argumentation.Previous studies have shown that children are able to differentiate and evaluate argumentation at an early age.They can also benefit from collaborative argumentation.Results of our study showed that collaborative argumentation influenced the personal epistemology in value area and the performance in argumentation task on scientific topics.It has implication on our understanding of the development of personal epistemology and argumentation skills as well as the facilitation of related beliefs and skills.

Keywords

collaborative argumentation, personal epistemology, argumentation skills

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[1] 北京师范大学心理学院

[2] 美国传腾国际大学