技术支撑下的团队深度学习设计研究  

Technology-supported Collaborative Deep Learning: From the Perspective of Higher-order Thinking

作　　者：段金菊[1] 

机构地区：[1]西北民族大学现代教育技术学院

出　　处：《中国远程教育》2011年第1期44-48,94,共5页Chinese Journal of Distance Education

基　　金：教育部人文社科青年基金"网络环境下大学生深度学习的理论与应用研究"项目(项目编号:10YJC880025)的阶段性研究成果

摘　　要：高水平思维是深度学习的核心特征,如何促进学习者的高水平思维是教学设计者以及学习环境设计者的首要考虑因素。然而遗憾的是,国内对于高水平思维这一领域进行研究的学者甚少,成果略微。本文以jan herrington和ronoliver的谈话分类框架为依据,以其著名论点"谈话是思维的外在表征"为基本假设,对Moodle教学平台中学习者的谈话行为进行了分析,研究了目前网络环境下学习者的高水平思维现状,并就如何有效促进高水平思维进行了讨论,以期对团队深度学习设计提供可资借鉴的理论与实践依据。Higher-order thinking is a core feature of constructivism.How to facilitate learners' higher-order thinking is a priority in instructional design.Using the instruments of in-depth interview,online observation and content analysis,the study investigated learners' interaction in a network-based course.Findings indicate that the majority of their talk was higher order and that procedural,social and lower-order talk was less evident but present in their talk in reduced proportions.Factors which affected their higher-order thinking included the topic,teacher's monitoring,learning motivation,use of tools,and flexibility in learning time in reduced proportions.In terms of communication tool,BBS was their main means of interaction,which means low-tech tools were most popular among learners.

关 键 词：技术 高水平思维 学习设计 深度学习 团队学习 

分 类 号：G40-057[文化科学—教育学原理]