微群教学中的群体知识建构过程及效果研究——以“新媒体研究”课程微群为例

发布时间：2019-05-12 10:04

【摘要】：微博社群以其独特的优势成为众多教育者转变教学方式新的选择。通过选取"新媒体研究"课程微群作为案例,运用社会网络分析法与内容分析法,对其教学过程中的群体知识建构的方式、过程及效果进行了实证分析,并得出了如下的结论:在微群教学中,学习者以交互为手段,以话题为引领进行群体知识建构,且成效显著。在建构过程中,学生处于核心位置,建构的过程从无序走向有序。但由于学生兴趣不一、知识零碎分布、教师引导欠缺等原因,导致群体建构集中于意义协商阶段,建构过程较为混乱且建构的结果难成体系。因此,教师应当营造良好的群体氛围,强化核心成员作用,引导边缘学生参与,同时加强干预力度,以帮助学生建构完善的知识体系。
[Abstract]:Weibo community has become a new choice for many educators to change their teaching methods because of their unique advantages. By selecting the microgroup of "New Media Research" as a case, using social network analysis and content analysis, this paper makes an empirical analysis on the way, process and effect of group knowledge construction in the teaching process. The conclusion is as follows: in micro-group teaching, the learners use interaction as the means and topic as the guide to construct the group knowledge, and the effect is remarkable. In the process of construction, students are in the core position, and the process of construction changes from disorder to order. However, due to the students' different interests, the piecemeal distribution of knowledge and the lack of teachers' guidance, the group construction is concentrated in the stage of meaning negotiation, and the construction process is chaotic and the result of construction is difficult to form a system. Therefore, teachers should create a good group atmosphere, strengthen the role of core members, guide marginal students to participate, and at the same time strengthen the intervention to help students to construct a perfect knowledge system.
【作者单位】：江苏师范大学教育研究院;
【基金】：全国教育科学“十二五”规划2011年度国家级青年课题“‘微博’对大学生交往行为影响及其教育策略研究”(课题编号:CCA110108) 江苏高校优势学科建设工程资助项目“江苏师范大学教育学省优势学科建设”(苏政办发〔2014〕37)的研究成果
【分类号】：G434

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