基于未来课堂的合作学习活动设计
发布时间：2018-07-21 10:04
【摘要】：合作学习是已被多个国家广泛使用和认可的一种学习方式。随着技术不断快速地发展,课堂也在逐渐发生着变革,未来课堂正是在这样大背景下产生。未来课堂具有先进的设备,能够为合作学习的开展提供较大的支持和极大的便利。但是,从实践中来看教师在进行合作学习活动设计时不能够充分地利用未来课堂环境构建学生间的积极互赖关系、促进学生的合作学习,还有未来课堂为多样化学习评价提供了素材却未能得到较有效的使用。如何设计基于未来课堂的合作学习活动使得学生间产生更强的积极互赖关系,合作学习更为有效地开展并使学习评价更为全面有效是需要解决的问题。本研究在不同研究阶段根据不同需求分别使用了文献分析法、准实验法、调查问卷法和半结构化访谈法。研究中从活动理论视角对合作学习活动进行了分析,并以社会互赖理论为指导,在活动设计中指导构建学生之间的积极互赖。结合未来课堂的环境配置和合作学习要素,具体分析了基于未来课堂的合作学习活动的特点。在前述两个理论的指导下,结合活动特点提出了基于未来课堂的合作学习活动设计要素和流程,并对各要素进行了详细的说明,尤其是学习评价要素。在此基础上绘制出基于未来课堂的合作学习活动设计框架。基于提出的活动设计方法进行了两轮案例实施,师生对活动的满意度较高,学生的测试成绩在高分区较多,学生表示喜爱课堂中的合作学习因为小组内关系融洽且相互促进,认为评价方式较为合理。通过案例实施验证了活动设计的可行性,学生间建立了积极互赖关系,评价方式较为合理,并通过案例实施对活动设计进行了完善。最后对研究过程和结果进行了总结和反思,并提出了继续研究的方向。
[Abstract]:Cooperative learning is a widely used and recognized learning method in many countries. With the rapid development of technology, the classroom is gradually changing. The future classroom has the advanced equipment, can provide the bigger support and the enormous convenience for the cooperation study. However, in practice, teachers can not make full use of the future classroom environment to construct the positive relationship between students and promote the cooperative learning in the design of cooperative learning activities. There is also the future classroom for a variety of learning evaluation materials, but can not be used more effectively. How to design cooperative learning activities based on the future classroom makes students have a stronger positive interdependence relationship, and how to carry out cooperative learning more effectively and make learning evaluation more comprehensive and effective is the problem that needs to be solved. In this study, literature analysis method, quasi-experimental method, questionnaire method and semi-structured interview method were used according to different needs in different research stages. In the study, the cooperative learning activities are analyzed from the perspective of activity theory, and guided by the theory of social interdependence, the active interdependence among students is constructed under the guidance of activity design. Combined with the environmental allocation and cooperative learning elements of future classroom, the characteristics of cooperative learning activities based on future classroom are analyzed in detail. Under the guidance of the above two theories, combined with the characteristics of activities, the design elements and processes of cooperative learning activities based on the future classroom are put forward, and each element is explained in detail, especially the learning evaluation elements. On this basis, the design framework of cooperative learning activities based on future classroom is drawn. Based on the proposed method of activity design, two rounds of cases were carried out. The students and teachers were satisfied with the activities, and the students' test scores were higher in the high districts. The students expressed their love for cooperative learning in the classroom because of the harmonious relationship and mutual promotion in the group. It is considered that the evaluation method is more reasonable. The feasibility of activity design is verified by case implementation. The positive interdependence relationship between students is established, and the evaluation method is more reasonable, and the activity design is perfected through case implementation. Finally, the research process and results are summarized and introspected, and the direction of further research is put forward.
【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】：G424
本文编号：2135168
[Abstract]:Cooperative learning is a widely used and recognized learning method in many countries. With the rapid development of technology, the classroom is gradually changing. The future classroom has the advanced equipment, can provide the bigger support and the enormous convenience for the cooperation study. However, in practice, teachers can not make full use of the future classroom environment to construct the positive relationship between students and promote the cooperative learning in the design of cooperative learning activities. There is also the future classroom for a variety of learning evaluation materials, but can not be used more effectively. How to design cooperative learning activities based on the future classroom makes students have a stronger positive interdependence relationship, and how to carry out cooperative learning more effectively and make learning evaluation more comprehensive and effective is the problem that needs to be solved. In this study, literature analysis method, quasi-experimental method, questionnaire method and semi-structured interview method were used according to different needs in different research stages. In the study, the cooperative learning activities are analyzed from the perspective of activity theory, and guided by the theory of social interdependence, the active interdependence among students is constructed under the guidance of activity design. Combined with the environmental allocation and cooperative learning elements of future classroom, the characteristics of cooperative learning activities based on future classroom are analyzed in detail. Under the guidance of the above two theories, combined with the characteristics of activities, the design elements and processes of cooperative learning activities based on the future classroom are put forward, and each element is explained in detail, especially the learning evaluation elements. On this basis, the design framework of cooperative learning activities based on future classroom is drawn. Based on the proposed method of activity design, two rounds of cases were carried out. The students and teachers were satisfied with the activities, and the students' test scores were higher in the high districts. The students expressed their love for cooperative learning in the classroom because of the harmonious relationship and mutual promotion in the group. It is considered that the evaluation method is more reasonable. The feasibility of activity design is verified by case implementation. The positive interdependence relationship between students is established, and the evaluation method is more reasonable, and the activity design is perfected through case implementation. Finally, the research process and results are summarized and introspected, and the direction of further research is put forward.
【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】：G424
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