CSCL环境中协作任务与交互会话、学习投入的关系研究

发布时间：2018-07-24 09:19

【摘要】：伴随着信息技术的不断发展,人们对教与学内涵的理解更加深入,计算机支持的协作学习(CSCL)在教育技术研究领域得到广泛重视。在CSCL环境中,协作任务是影响协作学习成效的关键因素,不同的协作任务对学习者参与程度、交互方式以及认知过程会产生不同影响。因此,设计合理的协作任务十分必要。本研究的出发点,是协作任务会对协作过程中的社会交互提出不同要求,因而会对不同任务的协作学习产生合作结果方面的影响。CSCL将个人的知识建构置于团队的共同学习中,学习者与小组其他成员协作进行学习任务时,为了使协作更有效,学习者不仅要使得个体本身全身心地投入,往往还需要确保团队成员达到相互理解。因此,这种学习不仅是个体内在知识建构过程,还是与团队成员进行对话、协商达成共识,并采用不同策略最终完成协作任务的过程。也因此,协作任务的不同,对协作会话、协商达成共识的策略会有不同要求,构成社会性学习的社会交互过程也因此产生差异。探究这种协作学习的社会性行为之间的差异,对深入理解协作学习具有意义。本研究以此为研究切入,以社会建构主义理论为基础,从基于任务的协作学习入手,设计了三种协作学习任务(概念学习、问题解决、设计)在七年级地理学科中进行实证研究,将理论与实践相结合,试图认识协作学习过程在不同协作任务干预状态下的表现情况。通过量化与质性相结合的数据处理方法,对研究对象在小组协作过程中的对话状态和情感、行为和认知不同层面上的参与程度进行分析,以求探知协作任务与交互会话和学习投入的关系。结果发现协作设计任务更易引发小组内的信息质疑和询问以及不断地维持和建立共享理解,且在学习者情感投入和行为投入方面有促进作用;协作问题解决任务在行为投入方面也有促进作用,能促使学习者积极地参与到协作过程中;而协作概念学习任务则更多的停留在信息交换和知识传递的层面上。本研究还发现协作学习任务的类型不会影响学习者的认知投入。本研究基于上述发现进而指出,协作设计任务和协作问题解决任务在促进深层次对话和投入方面作用较大,在CSCL任务设计时可多考虑这两种协作学习任务以最大化发挥其优势。
[Abstract]:With the continuous development of information technology, people have a deeper understanding of the connotation of teaching and learning. Computer-supported collaborative learning (CSCL) has received extensive attention in the field of educational technology research. In the CSCL environment, collaborative tasks are the key factors that affect the effectiveness of collaborative learning. Different collaborative tasks have different effects on learners' participation, interaction patterns and cognitive processes. Therefore, it is necessary to design reasonable cooperative task. The starting point of this study is that the collaborative task will make different demands on the social interaction in the process of collaboration, so it will have a cooperative effect on the collaborative learning of different tasks. CSCL will put individual knowledge construction in the joint learning of the team. In order to make collaboration more effective, learners should not only devote themselves to the task, but also ensure the team members to understand each other. Therefore, this kind of learning is not only a process of individual internal knowledge construction, but also a process of dialogue with team members, negotiation to reach a consensus, and the final completion of collaborative tasks with different strategies. Therefore, the different tasks of cooperation require different strategies for cooperative conversation and consensus, and the social interaction process of social learning is different. To explore the differences between the social behaviors of collaborative learning is significant for further understanding of collaborative learning. Based on the theory of social constructivism and task-based cooperative learning, three kinds of cooperative learning tasks (conceptual learning, problem solving) are designed. Design) an empirical study is carried out in the geography subject of grade 7, which combines theory with practice, and tries to understand the performance of collaborative learning process under different collaborative task intervention conditions. By combining quantitative and qualitative data processing methods, this paper analyzes the participants' participation at different levels of dialogue and emotion, behavior and cognition in the process of group collaboration. In order to find out the relationship between cooperative task and interactive conversation and learning input. The results show that collaborative design tasks are more likely to lead to information query and inquiry within the group and to maintain and establish a shared understanding, which can promote learners' emotional and behavioral involvement. Cooperative problem-solving tasks also play a promoting role in behavioral input, which can make learners actively participate in the process of cooperation, while cooperative conceptual learning tasks stay more on the level of information exchange and knowledge transfer. The study also found that the types of cooperative learning tasks did not affect learners' cognitive input. Based on the above findings, this study points out that collaborative design task and cooperative problem-solving task play an important role in promoting deep dialogue and input, and these two collaborative learning tasks can be considered in CSCL task design to maximize their advantages.
【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

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