基于网络的知识建构共同体:对集体知识发展与个体知识增长的互进关系的考察  

Web Based Knowledge Building Community: A Study on the Interaction between Collective Knowledge Building and Individual Knowledge Growth

作　　者：金慧[1] 张建伟[2] 孙燕青[2] 

机构地区：[1]上海外国语大学传媒学院,上海200083 [2]纽约州立大学教育学院,albany美国12222

出　　处：《中国电化教育》2014年第4期56-62,共7页China Educational Technology

基　　金：美国国家自然科学基金项目"学习中的技术和共同创新"(项目编号:1122573);上海外国语大学青年团队创新项目"数字化学习资源的建设研究"(项目编号:QJTD11JH001)支持

摘　　要：利用网络进行协作探究和知识建构已经成为重要的新型学习方式。学生通过在线讨论和创作交流观点,合作完成探究任务,发展新知识。在此过程中,知识建构共同体实现了集体知识的建构,学习者个人也发展了对知识的深入理解和探究技能。该研究采用内容分析等多种方法,分析了22名四年级学生在三个月期间使用知识论坛(Knowledge Forum)进行的关于光的在线讨论和知识建构,重点考察学生在集体知识建构中的参与方式与学生个体知识增长的关系。研究数据来自于学生的在线讨论记录和个人电子学档。研究结果表明,学生在集体讨论中的贡献方式、阅读短文等与学生的个体知识增长有显著相关,在集体知识建构中的参与程度越高的学生对相关主题知识形成的理解更深入。Nowadays, the researches on learning science pay more attention to learner＇s learning behaviors and how learning occurs in the collaborative learning environment. Investigating the knowledge building process in knowledge community is helpful to understand the mechanism of collaborative learning and individual learning in web based learning environment. This study adopted content analysis method to examine inquiry discourses that built by 22 Grade 4 students in three months. They were engaged in efforts to advance their understanding of optics concept by using Knowledge Forum. The goal is to identify the relationship between the individual knowledge growth and the collective knowledge improvement. Data were collected from the individual porttbiios and online inquiry discourses. Results indicated that if the students take topics in inquiry discourses, read more notes and use more scaffolds in those focuses. more collective responsibilities, that is, they take part in more in Knowledge Forum, they tend to develop their understanding

关 键 词：知识建构 探究脉络 知识论坛 知识共同体 个人知识 集体知识 

分 类 号：G434[文化科学—教育学]