协作概念图工具在协作学习情境中对个体认知发展的实证研究  

The Empirical Study of the Effect of Collaborative Concept Mapping Tool on Individual Cognitive Development in Collaborative Learning Setting

作　　者：蔡慧英 乔惠 顾小清[4] 

机构地区：[1]江南大学教育信息化研究中心,江苏无锡214122 [2]江南大学人文学院教育技术系,江苏无锡214122 [3]不详 [4]华东师范大学教育信息技术系,上海200062

出　　处：《现代远程教育研究》2017年第6期93-102,共10页Modern Distance Education Research

基　　金：2017年度教育部人文社会科学研究规划青年基金项目“在STEM课程中设计图示化支架提升协作问题解决能力的实证研究”(17YJC880001);中央高校基本科研业务费专项资金资助(JUSRP11768)

摘　　要：从学习技术功能的角度来看,协作概念图工具在支持协作学习过程上表现出了潜力,但当前从学习过程干预和协作学习情境的角度探究它在学习过程中发挥作用的实证研究还较少。通过在加拿大一所中学实施主题为"食物与营养"的整合协作概念图工具的协作学习项目发现,在整合协作概念图工具的学习环境中,个体的认知可以得到发展。其中,个体认知发展主要与学习者的先验知识有关,而与学习者基于协作概念图的学习行为无直接因果关系,这说明概念图这一学习干预对学习者认知发展的直接作用微弱。此次实验还为后续研究开拓了新思路:第一,在后续学习技术的设计中,可以尝试对视觉元素设置一些明显、有针对性的提示,激发学习者的认知活动,引发学习者的有效学习;第二,在协作学习项目的设计中,学习任务引发的认知负荷须控制在合理范围内才可能引发有效的学习行为;第三,可以试图扩展协作学习过程中学习行为数据的评估指标,比如心理指标、情感指标等。全面探究协作学习过程影响学习者认知发展的直接因素和潜在因素,从而实现对协作学习过程的准确分析、诊断和预测。From the technological support perspective, collaborative concept mapping tool has the potential to support collaborative learning. But there is few studies on how to use collaborative concept mapping tool to mediate the learning process, especially in the collaborative learning setting. In order to explore the effect of collaborative concept mapping tool on learners' collaborative process and cognitive development, the collaborative learning project on the topic of Food and Nutrition integrated concept mapping tools was designed for 25 students in a Canadian Middle School. It was found that the integration of collaborative concept mapping tool into collaborative learning had a positive effect on learners' cognitive development. Individual's cognitive development is related to prior knowledge, but not to learning behavior based on the collaborative concept mapping tool. This study provides new insights for future study. First, some visualized elements with specific promotes can be designed into semantic diagram tool to stimulate student's cognitiverelated learning activity. Second, the cognitive load raised by learning task should be controlled in a reasonable level to facilitate deep learning in the collaborative learning setting. Third, the indicators of learning behaviors such as psychological and emotional indicators, etc. in the collaborative learning process should be expanded. The direct and indirect elements which are related to learner's cognitive development during collaborative learning process should be comprehensively explored to analyze, diagnose and predict the collaborative learning process.

关 键 词：概念图工具 协作学习 学习情境 认知发展 实证研究 

分 类 号：G434[文化科学—教育学]