协作概念图工具在协作学习情境中对个体认知发展的实证研究

发布时间：2019-04-08 17:59

【摘要】：从学习技术功能的角度来看,协作概念图工具在支持协作学习过程上表现出了潜力,但当前从学习过程干预和协作学习情境的角度探究它在学习过程中发挥作用的实证研究还较少。通过在加拿大一所中学实施主题为"食物与营养"的整合协作概念图工具的协作学习项目发现,在整合协作概念图工具的学习环境中,个体的认知可以得到发展。其中,个体认知发展主要与学习者的先验知识有关,而与学习者基于协作概念图的学习行为无直接因果关系,这说明概念图这一学习干预对学习者认知发展的直接作用微弱。此次实验还为后续研究开拓了新思路:第一,在后续学习技术的设计中,可以尝试对视觉元素设置一些明显、有针对性的提示,激发学习者的认知活动,引发学习者的有效学习;第二,在协作学习项目的设计中,学习任务引发的认知负荷须控制在合理范围内才可能引发有效的学习行为;第三,可以试图扩展协作学习过程中学习行为数据的评估指标,比如心理指标、情感指标等。全面探究协作学习过程影响学习者认知发展的直接因素和潜在因素,从而实现对协作学习过程的准确分析、诊断和预测。
[Abstract]:From the perspective of learning technology capabilities, collaborative concept mapping tools show potential in supporting collaborative learning processes. However, there are few empirical studies to explore its role in learning process from the perspective of learning process intervention and collaborative learning situation. Through the implementation of a collaborative learning project in a middle school in Canada with an integrated collaborative concept map tool with the theme "Food and nutrition", it was found that individual cognition can be developed in a learning environment where the collaborative concept map tool is integrated. Among them, individual cognitive development is mainly related to learners' prior knowledge, but has no direct causal relationship with learners' learning behavior based on cooperative concept map, which indicates that concept map as a learning intervention has a weak direct effect on learners' cognitive development. This experiment also opened up new ideas for the follow-up research: first, in the design of follow-up learning techniques, we can try to set some obvious and targeted tips on visual elements to stimulate learners' cognitive activities. To induce learners to learn effectively; Second, in the design of collaborative learning project, the cognitive load caused by learning task must be controlled within a reasonable range in order to initiate effective learning behavior. Thirdly, we can try to expand the evaluation index of learning behavior data, such as psychological index, emotion index and so on. In order to realize the accurate analysis, diagnosis and prediction of the collaborative learning process, the direct and potential factors that affect the cognitive development of the learners are comprehensively explored in order to realize the accurate analysis, diagnosis and prediction of the collaborative learning process.
【作者单位】：江南大学教育信息化研究中心;江南大学人文学院教育技术系;华东师范大学教育信息技术系;
【基金】：2017年度教育部人文社会科学研究规划青年基金项目“在STEM课程中设计图示化支架提升协作问题解决能力的实证研究”(17YJC880001) 中央高校基本科研业务费专项资金资助(JUSRP11768)
【分类号】：G434

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