协作学习需要教师指导吗  

Does Collaborative Learning Need Teachers' Facilitation

作　　者：梁妙[1] 郑兰琴[1] 

机构地区：[1]北京师范大学教育学部教育技术学院,北京100875

出　　处：《现代远程教育研究》2012年第5期16-22,共7页Modern Distance Education Research

基　　金："中央高校基本科研业务费专项资金"资助

摘　　要：协作学习对学习者综合能力的提升作用与人才素质的要求相契合,是学术研究领域和教学实践领域中的一个热点话题。然而目前协作学习在实践过程中出现了一些问题,不清楚协作学习是否需要教师指导,需要何种指导。这种认识上的不清楚导致实施过程中的盲目性与随意性,加剧了协作学习的混乱。关于这一问题,相关研究者持两种观点:一部分认为应该让学生独立探索,一部分认为学生的认知结构决定他们需要教师指导。实证研究结果都支持"协作学习中需要教师指导"这一理论观点,但基于此进行的影响协作学习效果的教师特征和具体指导方式研究还未形成统一的结论和方法。而且,从因素的角度进行实证研究,忽略影响学习效果因素的复杂性,不具有可验证性,科学性低。基于复杂系统论的研究范式可以避开简单归因的缺点,以系统本身的属性揭示系统运行效果,在一定程度上可以提高研究的科学性。Collaborative learning, whose effectiveness in improving learners＂ comprehensive ability coincides with the talent quality requirement, has become a hot issue in both academic research and education practice. However, in the practice of collaborative learning, disagreements exist on whether teachers＂ facilitation is necessary, and what kind of facilitation is needed. Consequently, these confusions lead to the blindness and casualness during implementation processes, resulting in more chaos in collaborative learning. There are two opposite views about this issue： one in favor of learners＂ independent exploration, the other argues that learners~ cognitive structure determines the necessity of teachers＂ facilitation. Though empirical research results all endorse teachers＂ facilitation, no unanimous conclusion can be reached when the teachers＂ characteristics that affect collaborative learning and specific methods of facilitation are studied. Moreover, empirical studies from the factor perspective are non-verifiable and non-scientific as they neglect the complexity of factors. The complex system theory can, to some extent, improve the scientificity of the research paradigm as it avoids the weakness of simple attribution and reveals the effectiveness of the operation of a system with the attributes of the system itself.

关 键 词：协作学习 教师指导 教师特征 指导方式 研究述评 

分 类 号：G424.24[文化科学—课程与教学论]