摘要
并不是所有交互都有助于学习,如何促进交互深度,提高学习成效,一直是研究者关注的核心领域。文章基于活动理论的视角,提出包括学情分析阶段、核心要素设计阶段、问题解决阶段的"三阶段"协作问题解决学习活动模型,并以"数字视音频的设计与制作"专题学习为例,设计实施学习活动,同时采用准实验研究法探究其对于交互深度的促进效果。研究发现:(1)协作问题解决学习活动中的知识建构水平高于协作学习活动,无关内容低于协作学习活动;(2)协作问题解决学习活动中的显著性行为序列多于协作学习活动;(3)协作问题解决学习活动中的作品成绩高于协作学习活动。
Since not all interactions contribute to learning, how to promote the depth of interaction and improve learning performance have been attached great importance. Based on activity theory, a three-stage collaborative problem-solving learning activity model is proposed, which includes analysis of the students,core element design and problem solving. Taking The Design and Production of Digital Video as an example, the effect of this model on the depth of interaction is explored through the quasi-experimental research. The study finds that the level of knowledge construction in collaborative problem-solving learning activities is higher than that of collaborative learning activities, and the irrelevant content is less. The number of significant behavior sequences is bigger and the works performance is higher.
出处
《电化教育研究》
CSSCI
北大核心
2017年第10期87-92,99,共7页
E-education Research
基金
河南省教育厅人文社科一般项目"网络学习社区中促进协作知识建构的对话机制研究"(项目批准号:2017-ZZJH-417)
2018年度河南省高等学校重点科研项目"互联网+教育视角下师生学习共同体形成机制及应用研究"(项目编号:18A880010)
关键词
协作问题解决学习
深度交互
知识建构水平
滞后序列分析
Collaborative Problem-solving Learning
Depth of Interaction
Level of Knowledge Construction
Lag Sequence Analysis
