基于项目式学习的同伴在线协作学习活动设计与应用研究  

Activity Design and Application of Project-based Online Peer Collaborative Learning

作　　者：单美贤[1] 董艳[2] 洪荣昭 SHAN Mei-xian;DONG Yan;HONG Rong-zhao(Nanjing University of Posts and Telecommunications,Nanjing 210023,China;Beijing Normal University,Beijing 100875,China;Taiwan Normal University,Taiwan 106,China)

机构地区：[1]南京邮电大学,江苏南京210023 [2]北京师范大学,北京100875 [3]台湾师范大学,中国台湾台北106

出　　处：《黑龙江高教研究》2021年第1期94-100,共7页Heilongjiang Researches on Higher Education

基　　金：2020年度教育部人文社会科学研究规划基金项目“基于情感计算的计算机支持合作学习环境中情感反馈模型研究”(编号:20YJA880008);南京邮电大学教科规划重点项目“高水平大学课堂教学研究”(编号:GJS-XKT1703)阶段性成果。

摘　　要：近年来,基于项目的协作学习研究主要集中在项目式学习的模型、程序、分组、策略、优缺点等方面,在项目式同伴协作在线学习过程中,学生如何通过自我调节和共享调节来实现项目目标仍未得到充分研究。文章依据活动理论框架和协作学习中共享调节模型,通过设计持续时间8周的PBL同伴在线协作学习来组织教学活动,借助同伴评价表、自我报告调查表、团队项目成果评价表,进行自我调节和共享元认知调节对项目协作学习结果的影响研究。研究结果表明:自我调节和共享调节在PBL同伴在线协作学习中发挥着关键作用,有效的共享调节主要受到学习者自身强大的自我调节的支持,在共享调节的作用下,协作同伴之间相互影响,共同推进项目协作过程。In recent years,research on project-based collaborative learning has focused on the models,procedures,strategies,advantages,and disadvantages of project-based learning.It has not been fully studied on how students can achieve project goals through self-regulation and shared regulation in the process of project-based online peer collaborative learning.Based on the theoretical framework of activity theory and the model of shared regulation in collaborative learning,this study organizes teaching activities by designing project-based online peer collaborative learning with a duration of 8 weeks,and researches the impact factors of project collaborative learning.The research results show that self-regulation and shared regulation play a key role in project-based online peer collaborative learning.Effective sharing regulation is mainly supported by the learner’s own powerful self-regulation.Under the role of sharing regulation,peers influence each other and jointly promote the project collaboration process.

关 键 词：基于项目的学习 同伴协作 活动理论 自我调节 共享调节 

分 类 号：G43[文化科学—教育技术学]