促进概念理解的小组协作评价活动设计研究

发布时间：2018-03-11 22:18

本文选题：概念图　切入点：概念理解表征　出处：《江南大学》2017年硕士论文　论文类型：学位论文

【摘要】：知识经济时代,概念理解尤为重要。然而高校在提升大学生概念理解水平上仍存在一些问题,如:教学内容上忽视概念及知识间的内在联系、教学策略上忽视学习者间的概念理解分享与观点质疑、评价方式上忽视学习者的主观能动性和概念理解水平评价等。小组协作评价作为一种让学习者主动参与到评价环节的形成性评价方法和一种让学习者光明正大共享概念理解和质疑观点的教学策略,能够为如何促进学习者提升概念理解水平提供新思路。因此,本研究尝试将概念图作为学习者概念理解的表征工具和概念理解水平的评价工具,并试图设计基于概念图的小组协作评价活动,让学习者成为评价主体,参与评价过程,以期促进学习者概念理解水平的提升。本研究首先对概念理解表征及概念理解评价两方面进行理论解读;而后探索剖析促进概念理解的小组协作评价活动的内涵并归纳总结促进概念理解的小组协作评价活动的六大要素,即活动目标、评价方法、评价任务、评价共同体、互动方式以及评价资源与工具;再者,围绕上述六个设计要素构建促进概念理解的小组协作评价活动设计框架;随后,以《教育技术学导论》课程为例,以上述活动设计框架为指导,根据学习者是否参与评价量规的生成过程,分别设计两种小组协作评价活动:常规的小组协作评价活动(教师提供评价量规)以及学习者生成评价量规的小组协作评价活动(学习者自主协作生成评价量规);最后,开展准实验研究,对所设计的两种小组协作评价活动的效果进行验证。基于上述研究,得出结论如下:(1)概念图是表征和评价学习者内隐化能力——概念理解的良好工具;(2)促进概念理解的小组协作评价活动应围绕活动目标、评价方法、评价任务、评价共同体、互动方式以及评价资源与工具这六个要素设计;(3)理解性教学设计理论指导下的小组协作评价活动通过让学习者共享理解和质疑观点来促进学习者提升概念理解水平。区别于以往的小组协作评价相关研究,本研究从理解这一视角进行小组协作评价活动设计,并将概念图所表征的概念理解水平作为小组协作评价的内容,以期促进学习者概念理解水平提升。另外本研究所设计的小组协作评价活动设计方案能够为后续在实际教学中促进学习者概念理解水平提供活动设计案例、工具支撑及方法借鉴。
[Abstract]:In the era of knowledge economy, concept understanding is very important. However, there are still some problems in improving the level of concept understanding of college students, such as neglecting the internal relationship between concepts and knowledge in teaching content. In teaching strategies, conceptual understanding, sharing and questioning among learners are ignored. Evaluation methods ignore learners' subjective initiative and level of conceptual understanding. Group collaborative evaluation is a formative evaluation method that allows learners to participate actively in the evaluation process and allows learners to be fair and impartial. Teaching strategies to understand and challenge ideas, Therefore, this study attempts to use the concept map as a representation tool for learners' conceptual understanding and an evaluation tool for their level of conceptual understanding. We also try to design the group collaborative evaluation activities based on the concept map, so that learners can become the main body of evaluation and participate in the evaluation process. The purpose of this study is to promote learners' conceptual understanding. Firstly, this study makes theoretical interpretation of conceptual understanding representation and conceptual understanding evaluation. Then it explores the connotation of group collaborative evaluation activities that promote conceptual understanding and summarizes the six elements of group collaborative evaluation activities that promote conceptual understanding, namely, activity objectives, evaluation methods, evaluation tasks, and evaluation communities. The interactive approach and evaluation resources and tools; furthermore, the design framework of group collaborative evaluation activities to promote conceptual understanding is constructed around the above six design elements; then, taking the "introduction to Educational Technology" course as an example, Guided by the above activity design framework, according to whether the learner is involved in the evaluation of the gauge generation process, Two kinds of group collaborative evaluation activities are designed separately: conventional group collaborative evaluation activities (teachers provide evaluation gauges) and learner generation evaluation activities of group collaboration evaluation activities (learner autonomous collaboration to generate evaluation gauges). Finally, A quasi-experimental study was conducted to verify the effectiveness of the two team collaborative evaluation activities designed. The conclusions are as follows: 1) Conceptual map is a good tool to characterize and evaluate the implicit ability of learners-a good tool for conceptual understanding. Group collaborative evaluation activities to promote conceptual understanding should revolve around activity objectives, evaluation methods, evaluation tasks, and evaluation communities. Interactive approach and Design of six elements of Evaluation Resources and tools 3) guided by the theory of comprehensible instructional design, group collaborative evaluation activities can promote learners' conceptual understanding by sharing understanding and questioning views. Different from previous studies related to collaborative group evaluations, In this study, the design of group collaborative evaluation activities is carried out from the perspective of understanding, and the level of conceptual understanding represented by the concept map is taken as the content of group collaborative evaluation. In addition, the group collaborative evaluation activity design scheme designed by this research can provide an activity design case for promoting learners' conceptual understanding in practical teaching. Tool support and method reference.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642

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