知识建构学习社区中“观点改进”的发展轨迹研究  

Research on the Development Trajectory of "Idea Improvement" in Knowledge Building Learning Community

作　　者：蒋纪平[1] 胡金艳[1] 张义兵[2] JIANG Jiping;HU Jinyan;ZHANG Yibing(School of Information Engineering,Henan Institute of Science and Technology,Xinxiang Henan 453003;School of Education Science,Nanjing Normal University,Nanjing Jiangsu 210097)

机构地区：[1]河南科技学院信息工程学院,河南新乡453003 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《电化教育研究》2019年第2期21-29,共9页E-education Research

基　　金：河南省教育厅人文社科项目"基于知识建构理论的大学生批判性思维培养的实证研究"(项目编号:2019-ZZJH-225);河南省教育厅人文社科项目"支持社区知识形成的知识建构课堂互动分析系统研究"(项目编号:2019-ZDJH-181)

摘　　要：观点改进是知识建构教学的内核,目前的研究主要集中于观点发展的外在网络关系的可视化描述,缺乏对观点改进的内在发展机理和演变过程的探讨。研究跟踪河南科技学院教育技术学专业大三一个班级33名学生"教育技术学研究方法"课程一个学期(18周)的知识建构教学历程,在基于设计的研究过程中,一方面强化以提升学生"观点改进"为核心的教学迭代过程,另一方面重点追寻"观点改进"的内在机理为本研究的理论诉求。数据的统计与分析以数课论坛平台中509条观点为分析样本,采用知识建构的内容编码体系,结合课堂观察与课下学生访谈,对观点数量、观点深度、观点发展的生命周期等进行量化分析。研究结果发现:从数量上看,学生能够提出较多数量的观点,但仍主要集中于共享型这种基础性的观点,较高水平的协商型和升华型观点数量相对较少;从质量上看,观点整体上具有一定的深度,随着阶段的推进,观点深度逐步提升;从观点发展的生命周期看,呈现多层面的变化,包括观点分裂、融合、变异、自我生长、消失、死亡六种类别。Idea improvement is the core of knowledge building.The current research on idea improvement mainly focuses on the visual description of the external network relations of idea development,and lacks the discussion on the internal development mechanism and evolution process of idea improvement.This study tracked the process of knowledge building of 33 students majoring in education technology of Henan Institute of Science and Technology for one semester(18 weeks)in"Education Technology Research Methods".Based on design-based research,the study,on the one hand,strengthens the teaching iterative process centering on improving"idea improvement"of students,on the other hand,theoretically focuses on the internal mechanism of"idea improvement".509 ideas in Shuke Forum are taken as analysis samples and coded with the knowledge building content coding system.Combined with classroom observation and students interview,quantitative analysis is conducted on the number and depth of the ideas,as well as the life cycle of idea development.The results show that:from the quantity point of view,students can put forward a large number of ideas,but mainly focusing on sharing.The consultative and sublimated ideas are relatively few.As for quality,the views on the whole are good,and with the progress of the study,the depth of view is gradually improved.From the perspective of the life cycle of idea development,there are many changes,including six categories of idea splitting,fusion,variation,self-growth,disappearance and death.

关 键 词：知识建构 学习社区 观点改进 发展轨迹 

分 类 号：G434[文化科学—教育学]