混合学习环境支持的共场性协作知识建构行为模式研究  

Study on the Behavioral Patterns of Co-located Collaborative Knowledge Building Supported by BLE

作　　者：童慧 TONG Hui(College of Education, Jiangxi Science ＆ Technology Normal University, Nanchang Jiangxi 33003)

机构地区：[1]江西科技师范大学教育学院,江西南昌330038

出　　处：《电化教育研究》2017年第11期56-62,共7页E-education Research

基　　金：2017年度江西省高校人文社会科学研究项目"‘互联网+’时代高等教育课程供给模式变革路径研究"(项目编号:JY17219);江西科技师范大学博士科研启动基金项目"混合学习环境中协作知识建构策略研究"(项目编号:3000990359)

摘　　要：日益普及的智能移动终端和无处不在的网络构建起了泛在接入学习环境,随着泛在技术与课堂教学的不断融合,促使共场性的协作学习成为CSCL研究的热点。研究依据学习活动空间和学习者所处场所两个维度,将混合学习环境支持的协作知识建构分为四种类型,重点关注了BLE支持的共场性协作知识建构部分。在此基础上,开展教学实践活动,采用滞后序列分析法对BLE支持的共场性协作知识建构行为进行分析。研究表明,基于BLE的共场性协作知识建构行为模式前期与后期存在差异:前期以共享行为为核心,注重情感交流;后期以论证和协商行为为核心,注重反思;总结行为虽然在前期和后期都达到显著水平,但总结生成的小组成果在水平上有所差异。In recent years, smart mobile terminals and the network are building up a ubiquitous learning environment. With the continuous integration of ubiquitous technology and classroom teaching, the co-located collaborative learning is becoming a hot topic of CSCL research. Based on two dimensions---learning activity space and learning location, this study divides the collaborative knowledge building supported by a hybrid learning environment into four types, and focuses on the co-located collaborative knowledge building. Then, this study adopts lag sequential analysis to examine the behavioral patterns of co-located collaborative knowledge building in BLE. The results indicate that there are differences between the behavior patterns of co-located collaborative knowledge building in early stage and late stage.The sharing behaviors are the core in the early stage which focus on emotional communication, whereas argumentation, negotiation and reflection are focuses in later stage. Although the summary behavior reaches a significant level in both early and later stages, the results of the summary are different in quality.

关 键 词：混合学习环境 共场性 协作知识建构 行为模式 

分 类 号：G434[文化科学—教育学]