网络学习空间中的学生交互网络结构研究

发布时间：2018-08-12 13:46

【摘要】：随着“三通两平台”的大力发展与普及,作为“三通”核心的“网络学习空间人人通”得到广泛建设和应用。网络学习空间作为一种支持教与学、教与教、学与学的有效互动的虚拟学习环境,能够为学生开展自主学习、探究学习、协作学习提供有效支撑。在网络学习空间中,学习者主要通过互动与交流、共同协商来完成学习任务,因此如何促进学生积极参与交互是值得关注的问题之一。目前国内外网络学习环境下的交互研究主要集中在对虚拟学习社区、在线协作学习中的互动关系分析,而对网络学习空间中具体教学实践活动的交互研究相对较少。基于此,本研究拟从实证的角度出发,运用社会网络分析法对网络学习空间中学生的交互行为进行分析,重点分析学生小组内部、小组之间形成的交互网络结构特征,并探究不同交互网络结构对学习成效的影响,从而在基于网络学习空间展开的教与学活动中,为学生交互方面提供相应的指导与建议。所做的工作和探究具体如下:第一,学生组内交互网络结构研究。通过收集QQ讨论组中小组内部互动的关系数据,建立关系矩阵,运用Ucinet6.0软件,从网络凝聚性和学习者在组内交互网络中的特征两个方面进行分析,并将不同小组之间的交互网络结构、组长与组员在网络中的特征进行对比,以把握组内交互网络结构的特征。第二,学生组间交互网络结构研究。通过收集QQ讨论组和云课堂论坛中小组之间互动的关系数据,建立关系矩阵,运用Ucinet6.0软件对网络凝聚性、学习者在组间交互网络中的特征进行分析,并将组内与组间交互网络结构、组长与组员在网络中的特征进行对比,以把握组间交互网络结构的特征。第三,交互网络结构对学习成效的影响。通过相关性分析和差异性分析来探讨交互网络密度、网络距离、网络中心势对学习成效的影响,以及核心参与者与边缘参与者学习成效的差异。第四,促进网络学习空间中学生交互的指导与建议。在上述分析结果的基础上,提出网络学习空间应用于教学的过程中,在交互方面的一些建议。本文的主要研究结论如下:组内交互网络凝聚性较好,学习者联系相对紧密;组长与组员在中心性指标上存在显著差异,组长大多位于网络的核心,能够组织并引导组内交互活动的展开,且学习声望较高。组间交互网络凝聚性一般,网络结构较为稀疏,成员之间平均需要两个中间人才能建立联系,与组内交互网络相比,形成的网络凝聚力不高。组内交互网络中,其网络密度、网络距离与学习成效均存在显著相关性,网络中心势与学习成效不存在显著相关,二者没有直接的关系;组间交互网络中,核心参与者与边缘参与者的学习成效存在显著差异。网络学习空间在应用于教学过程中,应鼓励学生主动建构交互网络,加强小组内外的交流,注重发展核心成员,关注并吸引边缘成员,营造信任、共享的良好交互氛围。
[Abstract]:With the vigorous development and popularization of the "three links and two platforms", the "network learning space for all" as the core of the "three links" has been widely constructed and applied. Learning provides effective support. In cyberspace, learners accomplish their learning tasks mainly through interaction and communication, and through joint consultation. Therefore, how to promote students'active participation in interaction is one of the issues that deserves attention. Based on this, this study intends to use the social network analysis method to analyze the interaction behavior of middle school students in the network learning space, focusing on the analysis of the interaction network formed within the students'group and between the groups. The characteristics of network structure and the impact of different interactive network structures on learning outcomes are explored to provide guidance and suggestions for students'interaction in teaching and learning activities based on network learning space. By using Ucinet 6.0 software, this paper analyzes the network cohesion and the characteristics of learners in the intra-group interaction network, and compares the interaction network structure between different groups, the characteristics of group leader and group members in the network, so as to grasp the characteristics of the intra-group interaction network structure. Secondly, the structure of student-group interaction network is studied. By collecting the data of interaction between QQ discussion group and group in cloud classroom forum, the relationship matrix is established, the network cohesion and the characteristics of learners in group interaction network are analyzed by Ucinet 6.0 software, and the intra-group and inter-group interaction network structure, group leader and group member are also analyzed. Thirdly, the influence of interaction network structure on learning effectiveness is discussed. The influence of interaction network density, network distance and network center potential on learning effectiveness is discussed through correlation analysis and difference analysis. The main conclusions of this paper are as follows: inter-group interaction network cohesion is better, learners are relatively close; group leaders and team members are relatively close; and There are significant differences in the central indicators. Group leaders are mostly located at the core of the network, can organize and guide the development of intra-group interaction activities, and have a high reputation for learning. Network cohesion is not high. In intra-group interactive networks, there is a significant correlation between network density, network distance and learning effectiveness. There is no significant correlation between network center potential and learning effectiveness, and there is no direct relationship between them. In the process of teaching, students should be encouraged to construct interactive networks, strengthen communication within and outside the group, pay attention to the development of core members, pay attention to and attract marginal members, and create a good interactive atmosphere of trust and sharing.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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