摘要
研究基于"深度学习"的研究框架,在"技术怎样促进学习"这一核心命题的多变量探索实验基础上,针对"学习内容及其资源"这一变量进行深入的验证性实验。依据认知与脑科学的机制以及数学学科学习心理的规律,设计了C-S两类课堂(各2个班),包含4个变量水平,在T市Y小学五年级的数学课堂展开,为期4周,每天1学时,其中C为控制组,S为实验组,主要实验内容为"4S"学习内容及基于CRF数字化学习资源的开发与应用。通过学业成绩、眼动仪和ERP脑波观测等数据分析,得出了以下结论:一是基于认知过程的学习内容及其资源重构具有较高的有效性;二是学习品质与技术存在交互关系;三是"技术设计"而非"技术本身"促进了学习者发展;四是验证性实验结论与探索性实验基本一致;五是学业成绩、眼动与ERP脑电可构成"三角互证"研究方法。
Adopting the research framework for deep learning and built on the experiment to explore how technology enhances learning, this study focused on learning content and resource representation. Informed by cognitive and brain science as well as the psychology of learning mathematics, the study designed two types of classroom: two control groups and two experiment groups, with four variables. The fourweek experiment was carried out among Year Five pupils at a primary school in City T, one hour per day. The experiment covered subject knowledge, learning strategies corresponding to subject knowledge,cognitive structure, 4S of social skills as well as development and application of CRF digital learning resources. Based on data from academic achievement, eye tracker and ERP brainwave recordings, the study came to the following conclusions. First, learning content based on cognitive processes and the reconstruction of resources have significant effects on academic achievement. Second, there exists interplay between the quality of learning and technology. Third, it is the design of technology, not technology itself, that enhances learner development. Fourth, results from the verification experiment are basically consistent with those from the exploratory experiment. Last, academic achievement, eye tracker and ERP brainwave recordings can form a solid triangulation of findings.
出处
《中国远程教育》
CSSCI
北大核心
2017年第8期57-63,共7页
Chinese Journal of Distance Education
基金
全国教育科学"十二五"规划2014年度教育部青年课题"‘复杂问题解决’学习的实证研究"(项目编号:ECA140369)研究成果之一
