面向知识建构的在线支架式协作学习活动设计研究

发布时间：2018-06-21 14:40

本文选题：知识建构 + 在线协作学习　；参考：《华东师范大学》2017年硕士论文

【摘要】：随着计算机支持的协作学习与教育信息化的发展,越来越多的研究者开始关注利用在线平台开展集体协作的学习活动。笔者通过文献研究和课前学习者学情调查发现,现阶段在线协作学习过程中存在重结果轻过程、重独立轻协作的问题,导致了学习者在线参与度低、协作积极性不高,从而影响了最终的学习效果。这种现实需求与实际效果的鸿沟亟需我们通过恰当的学习支架或学习活动进行有效的弥合。而由Scardamalia和Bereiter两位教授提出的知识建构(Knowledge Building)理论为在线支架式协作学习活动设计与实践提供了新思路。本研究首先从知识建构的视角审视了在线协作教学实践与在线支架式教学的研究现状,构建了在线协作知识建构过程模型与面向知识建构的在线支架式协作学习活动模型。并据此设计了协作学习活动开展的学习支架,如资源支架、个人学习支架(包含个人学习记录支架与个人总结支架)、协作学习支架(包含协作问题支架、协作讨论支架、协作总结支架与协作反思支架)等。利用Sakai平台,将所设计内容应用于教学实践。以《教育研究方法》课程为例,收集了学习者在个人问题的形成与共享、集体知识的讨论与协商、协作内容的总结与反思三个阶段的学习数据,并在实践后结合问卷调查与访谈结果进行综合评价。研究结果表明,面向知识建构的在线支架式协作学习活动的设计对学习者在线交互行为与知识的增长起明显的促进作用。学习者在支架使用层面满意度较高;在支架的使用率层面,协作问题支架的使用率相对较低,协作讨论支架的使用率相对较高。
[Abstract]:With the development of computer-supported collaborative learning and educational information, more and more researchers begin to pay attention to the use of online platforms to carry out collective collaborative learning activities. Based on the literature research and the investigation of learners' learning situation before class, it is found that there are some problems in the process of online collaborative learning, such as paying attention to results and emphasizing independence and cooperation, which results in low online participation and low enthusiasm for collaboration. Thus affecting the final learning effect. This gap between practical needs and practical effects needs to be effectively bridged through appropriate learning scaffolding or learning activities. The knowledge building theory proposed by Scardamalia and Bereiter provides a new idea for the design and practice of online scaffolding collaborative learning activities. In this study, firstly, the research status of online collaborative teaching practice and online scaffolding teaching is reviewed from the perspective of knowledge construction, and the process model of online collaborative knowledge construction and the online scaffolding collaborative learning activity model oriented to knowledge construction are constructed. Based on this, the learning scaffolds for collaborative learning activities are designed, such as resource scaffolds, individual learning stents (including individual learning record scaffolds and individual summary scaffolds, collaborative learning scaffolds (including collaborative problem scaffolds, collaborative discussion scaffolds), Collaborative summary of scaffolds and collaborative reflection of the stent) and so on. Using Sakai platform, the designed content is applied to teaching practice. Taking the course "Educational Research methods" as an example, this paper collects the learning data of learners in three stages: the formation and sharing of individual problems, the discussion and negotiation of collective knowledge, and the summary and reflection of cooperative content. And after the practice combined with the questionnaire survey and interview results for a comprehensive evaluation. The results show that the design of online scaffolding collaborative learning activities for knowledge construction can significantly promote learners' online interaction behavior and knowledge growth. At the level of scaffold usage, the utilization rate of collaborative scaffold is relatively low, and that of cooperative discussion stent is relatively high.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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