知识建构理论下的大学生在线争论式学习活动设计

发布时间：2018-03-11 08:45

本文选题：知识建构理论　切入点：争论式学习　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：争论式学习(Argumentative Learning)是指学习者针对劣构论题,以争论的方式发表观点、相互质疑并改进观点从而深化知识理解的一种学习模式。在线争论式学习平台则为争论式学习提供了技术环境,有效记录学习者的观点内容,利于协作,还可以基于平台设计并使用学习支架,辅助学习者更好地开展学习活动。本研究基于知识建构理论(Knowledge Building Theory),完善了当前在线争论式学习活动设计的模式并设计了相应的活动要素,通过引发争论活动,不断在对话中发展并改进集体观点,为达成有效的协作学习提供了一种新的途径。本文首先梳理了国内外已有的争论式学习活动的研究结论,界定了争论与争论式学习的概念,系统地介绍了争论式学习理论、知识建构理论与有关争论的理论模型等理论基础。然后从KB(Knowledge Building)12原则中的4条原则出发,即"真实的观点,真实的问题"、"不断改进的观点"、"观点差异"以及"超越观点",结合在线环境,从论题、观点阐述、论证过程这三方面设进行了在线争论式学习活动的设计。研究结果表明,在论题设计上,"竞争理论"激发学生查找支撑理论,"问题情境"推动学习者校准细节,而"两难困境"更容易引导学习者深入思考问题本质;在观点阐述方面,对于大学生而言,设置支架会让焦点变成论证的完整合理性,而不是观点的差异;在论证过程上,"以小组为单位"开展争论活动,并结合不同的对话角色设计,可明显改善学习者的交互情况与观点改进情况。
[Abstract]:Argumentative learning refers to learners expressing their views in the form of arguments in the light of poor construction. The online argumentative learning platform provides a technical environment for argumentative learning, which effectively records the learner's viewpoint content and facilitates collaboration. It is also possible to design and use learning scaffolds based on the platform to assist learners to carry out learning activities better. Based on the knowledge Building theory, this study has perfected the current online debate design model of learning activities and designed the corresponding activity elements. By arousing arguing activities and constantly developing and improving collective viewpoint in dialogue, this paper provides a new way to achieve effective cooperative learning. Firstly, this paper summarizes the existing research conclusions of argumentative learning activities both at home and abroad. This paper defines the concepts of argumentation and argumentative learning, and systematically introduces the theoretical basis of argumentative learning theory, knowledge construction theory and theoretical model of controversy, and then proceeds from the four principles of KB(Knowledge Building)12 principle, that is, "the true viewpoint." The real problem, the constantly improving point of view, the opinion difference and the transcendence view, combined with the online environment, designed the online argumentative learning activity from the three aspects of the topic, the viewpoint elaboration, the argumentation process. In topic design, "competition theory" motivates students to look for support theory, "problem situation" promotes learner calibration details, and "dilemma" is easier to guide learners to think deeply about the nature of the problem. For college students, setting up scaffolding will make the focus become the integrity and rationality of the argument, rather than the difference of opinion. In the process of argumentation, the debate is conducted "in groups" and combined with the design of different dialogue roles. It can obviously improve learners' interaction and point of view.
【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;G642

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