摘要
协作学习是一个复杂的社会性过程,对协作过程进行有效的调节是保证在线协作学习效率和质量的关键。传统调节学习研究关注自我,忽略了调节行为的社会性特征。为更好地探究和支持协作学习过程,社会调节学习理论应运而生。社会调节学习理论是自我调节学习理论在协作情境下的扩展和深化,国际上有关社会调节学习的研究肇始于2003年,经历了萌芽起步、逐步上升期后,2015年进入迅速发展阶段。当前社会调节学习研究主要采用以问卷调查为主的自我汇报、基于内容分析的微观分析法,以及基于多模态数据的综合分析法进行社会调节学习行为的识别与分析,聚焦于社会调节学习行为发生的过程机制、社会调节学习的行为序列模式、支持社会调节学习过程的工具研发,以及社会调节学习与学习表现的关系等;研究成果主要刊发在教育学、心理学等学术期刊上,芬兰、美国、加拿大是研究的主阵地。未来社会调节学习研究应注重构建多维分析框架,研发社会调节学习策略新分析工具;收集面向过程的多模态数据,挖掘社会调节学习深层次机制;统筹个体和群体因素,开展社会调节学习与学习表现关系的多维度实证研究。
Since collaborative learning is a complex social process,effective regulation of the collaboration process is essential for ensuring the efficiency and quality of online collaborative learning.However,traditional research on regulation of learning has mainly focused on self-regulation,with less attention to the social characteristics of regulation.In order to better explore and support collaborative learning,the theory of social regulation of learning emerged,and it expanded and deepened self-regulation learning theory in collaborative learning settings.Starting in 2003,the international research on social regulation of learning went through the embryonic and progressive stages,and then entered the stage of rapid development in 2015.The measurement methods of social regulation mainly include questionnaire-based self-report,content-analysis-based micro genetic method,and comprehensive analysis with multi-modal data.Existing studies of social regulation have focused on the process mechanism of different forms of social regulation,the sequential patterns of social regulated learning,the development of tools to support social regulation,and the relationship between social regulation and learning performance.The research results are mainly published on journals in the areas of education and psychology,and countries like Finland,the United States and Canada remain as the main sites of study.Future studies should focus on building multi-dimensional analysis frameworks for the development of new tools to measure social regulation strategies,collecting process-oriented multimodal data to better mine the mechanisms of social regulation of learning,and coordinating both individual and group factors to conduct multi-dimensional empirical studies on the relationship between students’social regulation strategies and their learning performance.
作者
苏友
李艳燕
包昊罡
SU You;LI Yanyan;BAO Haogang
出处
《现代远程教育研究》
CSSCI
北大核心
2020年第6期33-43,共11页
Modern Distance Education Research
基金
教育部人文社会科学研究青年基金“自我调节理论视域下的在线英语协同写作研究”(18YJC740084)
国家自然科学基金“基于情景的学习者在线学习分析关键技术与评价模型研究”(61877003)。
关键词
协作学习
社会调节学习
自我调节学习
研究历程
关注焦点
发展趋势
Collaborative Learning
Social Regulation of Learning
Self-Regulation of Learning
Research History
Focus of Attention
Development Trend
