混合式协作学习设计研究的干预设计模型

发布时间：2018-03-30 12:34

本文选题：混合式协作学习　切入点：设计研究　出处：《现代教育技术》2017年06期

【摘要】：混合式协作学习(Blended Collaborative Learning,BCL)设计研究有效开展的关键是干预设计。借鉴拓展性学习分析矩阵和形成性干预思想,依据螺旋推进型设计研究方法逻辑圈模型,文章针对BCL设计研究面向现实情境、多种变量、关系复杂、周期长等特征,构建了其干预设计总模型。总模型首先基于BCL中的4个基本问题——谁学、为什么学、学什么、怎样学提出干预项目,然后以活动理论的5条原理——活动单元原理、多种观点原理、历史起点原理、矛盾驱动原理、拓展循环原理作为干预设计的方法依据,再对各项干预的具体内容进行设计,最后根据实际需要汇总干预项目的设计结果。2006~2016年的BCL迭代设计与实践检验表明,该模型科学、实用、有效。
[Abstract]:The key to the effective design research of mixed Collaborative learning is the intervention design. Based on the logical circle model of spiral propulsive design method, the extended learning analysis matrix and formative intervention are used for reference. Aiming at the characteristics of BCL design, such as realistic situation, multiple variables, complex relationship and long period, the general model of intervention design of BCL is constructed. The general model is based on four basic questions in BCL: who learns, why, what to learn, what to learn, how to learn, why to learn, what to learn, and so on. How to learn how to put forward the intervention project, and then take the five principles of activity theory-activity unit principle, multi-viewpoint principle, historical starting point principle, contradiction driving principle, expanding circulation principle as the method basis of intervention design. Finally, according to the actual needs, the design results of the intervention project are summarized. The BCL iterative design from 2006 to 2016 and the practical test show that the model is scientific, practical and effective.
【作者单位】：湖南师范大学教育科学学院;
【基金】：全国教育科学?十二五?规划教育部重点课题?自动化教学设计的模型体系与建模语言研究?(课题编号:DCA120182)的阶段性研究成果
【分类号】：G434

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