协作知识建构中认知冲突消解支架设计与实证  

Design and Empirical Study on Resolution Scaffolding of Cognitive Conflicts in Collaborative Knowledge Construction

作　　者：王靖 王琦[2] 邓雯心 WANG Jing;WANG Qi;DENG Wenxin(Jiangsu Research Center of"Internet Plus Education",Jiangnan University,Wuxi Jiangsu 214122;School of Physical Science and Engineering,Tongji University,Shanghai 200092)

机构地区：[1]江南大学江苏“互联网+教育”研究基地,江苏无锡214122 [2]同济大学物理科学与工程学院,上海200092

出　　处：《电化教育研究》2021年第9期84-90,114,共8页E-education Research

基　　金：国家社会科学基金“十三五”规划教育学青年课题“跨学科教育中的协同概念转变研究”(课题编号:CCA190260)。

摘　　要：在协作知识建构过程中,学习者之间的认知冲突可以为持续的有意义协商、知识创生提供内部动力。很多学习者面对认知冲突时会选择逃避妥协、直接附议等方式,导致学习无法走向深层次的知识建构。因此,提出有效消解认知冲突的对话提示支架设计四原则,据此设计了选择类、改善/保留类、补充/融合类三类对话结构性提示支架。开展了三轮实验验证支架效果,并采用认知网络分析和滞后序列分析对学习者的对话数据进行分析。研究表明:学习者的社会属性在协作知识建构中是需要重视和调节的因素;所构建的三类对话结构性提示支架对于学习者的认知冲突消解具有正向引导作用及后续积极效果;对话提示支架的作用机理在于将认知冲突外显化,减少学习者面临冲突时的不确定感和低效能感。In the process of collaborative knowledge construction,cognitive conflicts between learners can provide internal motivation for continuous meaningful negotiation and knowledge creation.When faced with cognitive conflicts,many learners will choose to avoid,compromise or directly agree with each other,which leads to the failure of deeper knowledge construction.Therefore,four design principles of dialogue prompt scaffolding for effective cognitive conflicts resolution are proposed,and three types of dialogue structured prompt scaffolds are designed accordingly:selection,improvement/retention,and supplement/fusion.Three rounds of experiments are carried out to verify the effectiveness of the scaffolds,and cognitive network analysis and lagged sequence analysis are used to analyze the learner's dialogue data.The study shows that learners'social attributes are factors needed to be valued and moderated in the construction of collaborative knowledge.The three types of dialogue structured prompt scaffolds constructed have positive guidance and subsequent positive effects on learners'cognitive conflict resolution.The mechanism of the dialogue prompt scaffolding is to externalize the cognitive conflict and reduce learners'uncertainty and low efficacy when confronted with the conflict.

关 键 词：协作知识建构 认知冲突 有效消解 支架 

分 类 号：G434[文化科学—教育学]