基于ARCS的大学生课堂小组协作学习模式研究  

Research on the Classroom Group Collaborative Learning Model of College Students Based on ARCS

作　　者：郭亚丹 何仁生[1] 吴锟 GUO Yadan;HE Rensheng;WU Kun(School of Physics&Electronics,Hunan University,Changsha,Hunan,China 410000)

机构地区：[1]湖南大学物理与微电子科学学院

出　　处：《数字教育》2019年第6期36-41,共6页Digital Education

基　　金：全国教育科学规划教育部重点课题“高校自主招收学生培养影响因素及优化研究”（DIA150297）

摘　　要：近年,教育研究试图确定协作学习比单独学习更有效。但在目前高等院校的课堂教学改革进程中,协作学习模式在实际课堂应用时成效不高。通过问卷调查,分析当前高校学生的协作学习认知观念、协作过程特征、协作学习的情感表现及协作学习的效果评价四个要素,发现现有小组协作学习模式不能有效激发和维持学生的学习积极性。基于此,该研究结合ARCS模型有效调动并维持学生学习动机的特性,重构课堂小组协作学习模式,提高其应用的有效性,并为课堂小组协作模式的相关课题研究提供一些有益的帮助。In recent years,educational research has tried to confirm that collaborative learning is more effective than independent learning.In the process of present universities’classroom teaching reform,the collaborative learning model is not highly effective in the real classroom.This paper analyzes present college students’four elements through questionnaire survey,namely,the cognition of collaborative learning concept,collaborative process features,emotional expression,and collaborative effectiveness,and finds that group collaborative learning model can not motivate and sustain students’enthusiasm in learning effectively.Based on such situation,this research combines the characteristics of mobilizing and sustaining students’learning motives effectively of ARCS model,reconstructs classroom group collaborative learning model,improves the effectiveness of its application and provides useful help to relevant projects of classroom group collaborative model.

关 键 词：小组协作学习 ARCS动机激励模型 学习成效 

分 类 号：G4[文化科学—教育学]