不同教学策略对学习者知识建构的差异性影响——以“信息技术课程教学法”课程为例  

The Different Influence of Different Teaching Strategies on Learners’ Knowledge Construction——Taking the “Information Technology Course Teaching Methodology” Course as an Example

作　　者：王珣 王帆 WANG Xun;WANG Fan(School of Wisdom Education,Jiangsu Normal University,Xuzhou,Jiangsu,China 221116)

机构地区：[1]江苏师范大学智慧教育学院

出　　处：《现代教育技术》2020年第1期45-51,共7页Modern Educational Technology

基　　金：国家社会科学基金教育学一般课题“社会性知识网络的动力模型与质量评估”（项目编号：BCA170085）的阶段性研究成果

摘　　要：文章以"信息技术课程教学法"课程为例,实施了头脑风暴、探究学习、案例分析、角色扮演四种教学策略,并利用定量分析与序列分析相结合的方法,对学习者的认知应用情况和行为应用情况进行了分析,梳理了四种教学策略下学习者的认知模式和行为模式。文章发现:头脑风暴策略下学习者的认知在低阶集中,易出现"羊群效应";案例分析策略下学习者的认知在中阶集中,便于提升批判思维能力;角色扮演、探究学习两种策略下学习者的认知在高阶集中,前者有利于意义协商,后者有利于知识的深层建构。基于上述结论,文章为教师今后开展混合式"金课"提出了相关建议,以期合理实施教学策略,提升混合式课程的教学质量。Taking the "Information Technology Course Teaching Methodology" course as an example, this paper implemented four teaching strategies of brainstorming, inquiry learning, case analysis, and role-playing, used a combination of quantitative analysis and sequence analysis to analyze learners’ cognitive and behavioral application situations, and combed learners’ cognitive and behavioral patterns under the four teaching strategies. It was found that: learners’ cognition under brainstorming strategy was concentrated at the low level and was proned to appear "herding effects";learners’ cognition under case analysis strategy was concentrated at the intermediate level, which facilitated the improvement of critical thinking ability;learners’ cognition under the strategies of role-playing and inquiry learning were concentrated at the high level, and the former was conducive to negotiation of meaning, and the latter was conducive to the deep construction of knowledge. Based on the above conclusions, relevant suggestions for teacher to implement blended "golden courses" were proposed, expecting to rationally implement teaching strategies and improve the teaching quality of blended courses.

关 键 词：教学策略 知识建构 认知差异 行为差异 混合式“金课” 

分 类 号：G40-057[文化科学—教育学原理]