深度学习内容及其资源表征的实证研究

发布时间：2018-07-13 07:47

【摘要】：研究基于"深度学习"的研究框架,在"技术怎样促进学习"这一核心命题的多变量探索实验基础上,针对"学习内容及其资源"这一变量进行深入的验证性实验。依据认知与脑科学的机制以及数学学科学习心理的规律,设计了C-S两类课堂(各2个班),包含4个变量水平,在T市Y小学五年级的数学课堂展开,为期4周,每天1学时,其中C为控制组,S为实验组,主要实验内容为"4S"学习内容及基于CRF数字化学习资源的开发与应用。通过学业成绩、眼动仪和ERP脑波观测等数据分析,得出了以下结论:一是基于认知过程的学习内容及其资源重构具有较高的有效性;二是学习品质与技术存在交互关系;三是"技术设计"而非"技术本身"促进了学习者发展;四是验证性实验结论与探索性实验基本一致;五是学业成绩、眼动与ERP脑电可构成"三角互证"研究方法。
[Abstract]:Based on the research framework of "deep learning" and on the basis of the multivariable exploration experiment of the core proposition of "how technology promotes learning", this paper makes an in-depth confirmatory experiment on the variable of "learning content and its resources". According to the mechanism of cognition and brain science and the law of learning psychology in mathematics, two classes of C-S (2 classes each) were designed, which included four variable levels. The class was opened in the fifth grade of T City Y Primary School for 4 weeks, one hour per day. C is the control group and S is the experimental group. The main experimental content is "4S" and the development and application of digital learning resources based on CRF. Based on the data analysis of academic achievement, eye movement instrument and ERP brain wave observation, the following conclusions are drawn: first, learning content based on cognitive process and its resource reconstruction are highly effective; second, learning quality has interaction with technology; Third, "technology design" not "technology itself" promotes the development of learners; fourth, the conclusion of confirmatory experiment is basically consistent with exploratory experiment; fifth, academic achievement, eye movement and ERP EEG can constitute "triangular evidence" research method.
【作者单位】：东北师范大学教育学部;上海师范大学教育技术系;
【基金】：全国教育科学“十二五”规划2014年度教育部青年课题“‘复杂问题解决’学习的实证研究”(项目编号:ECA140369)研究成果之一
【分类号】：G420

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