学习干预对在线学习者的影响及其学习行为序列差异  

Effects of Learning Intervention on Online Learners and Differences in Their Learning Behavior Sequences

作　　者：张家华[1] 缪佳佳 邹柳聪 ZHANG Jia-hua;MIAO Jia-jia;ZOU Liu-cong(College of Teacher Education,Zhejiang Normal University,Jinhua,Zhejiang,China 321004)

机构地区：[1]浙江师范大学教师教育学院,浙江金华321004

出　　处：《现代教育技术》2020年第3期32-38,共7页Modern Educational Technology

基　　金：教育部人文社会科学研究青年基金项目“混合学习RTI适应性干预模型构建及其应用研究”(项目编号:17YJC880125)的阶段性研究成果。

摘　　要：根据社会比较理论可知,利用学习干预帮助学习者了解自己和同伴的学习情况,有助于激发学习动机、改善学习行为。基于此,文章利用滞后序列分析法,探究学习干预对高成就学习者、中成就学习者、低成就学习者学习行为的影响及其学习行为序列差异,结果发现:学习干预对问题解决行为的影响最大,对协作行为的影响最小;中成就学习者的学习行为序列受学习干预的影响最大;学习干预导致部分学习者层次发生改变,其中低成就学习者的成绩提升幅度最大。借鉴社会比较理论分析不同层次在线学习者的学习行为序列差异,旨在提供更有效的学习干预,以改善教学决策、提升学习成效。According to social comparison theory, it was discovered that learning intervention could help learners understand their own and their peers’ learning situations, which was helpful to stimulate learning motivation and improve learning behavior. Based on this, the paper used lag sequence analysis method to explore the effects of learning intervention on learning behavior of high-achievement learners, medium-achievement learners and low-achievement learners, and the differences in their learning behavior sequences. It was found that learning intervention had greatest impact on problem-solving behavior and least impact on collaborative behavior, and the learning behavior sequence of medium-achievement learners was most affected by learning intervention. Meanwhile, learning intervention could lead to changes in the level of some learners, and the improvement range of academic performance of low-achievement learners was largest. Learning from the social comparison theory to analyze the learning behavior sequences of online learners at different levels was to provide more effective learning intervention and further improve teaching decision-making and promote learning performance.

关 键 词：学习干预 在线学习者 学习行为序列 社会比较 

分 类 号：G40-057[文化科学—教育学原理]