在线协同学习的群体动力理论模型、案例设计与实现策略  

Group Dynamics Theoretical Model, Case Design and Implementation Strategy of Online Collaborative Learning

作　　者：徐晶晶[1] 胡卫平[1] 逯行 Xu Jingjing;Hu Weiping;Lu Hang(MOE Key Laboratory of Modern Teaching Technology,Shaanxi Normal University,Xi’an 710062,Shanxi;Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province,Zhejiang Normal University,Jinhua 321004,Zhejiang)

机构地区：[1]陕西师范大学现代教学技术教育部重点实验室,陕西西安710062 [2]浙江师范大学浙江省智能教育技术与应用重点实验室,浙江金华321004

出　　处：《中国电化教育》2022年第3期81-89,共9页China Educational Technology

基　　金：陕西省2022年自然科学基础研究计划项目“动机影响在线协同学习表现的作用机制及干预策略研究”(项目编号:2022JQ-213);2021年陕西省社会科学基金年度项目“‘互联网+’背景下在线协同学习的群体动力测评模型建构及其应用研究”(项目编号:2021P028)阶段性研究成果。

摘　　要：后疫情时代,以在线、合作、开放为特征的在线协同学习已成为学习的新常态。群体动力是激发学习者产生强烈求知欲和引发在线协同学习行为的重要驱力,它不仅强调团队成员的个体投入,还特别重视团队成员之间的群体互动行为。群体动力与在线协同学习效果紧密相关,群体动力模型的构建是深度推进在线协同学习研究的重要基础。该研究基于群体动力理论和社会凝聚力理论,通过内容分析法和访谈法明确关键要素,从现实旨归、动力机制、空间形态和实践向度四个维度构建在线协同学习群体动力模型。在此基础上,以《创新思维及其培养方法》为例,从学习者个体的任务驱动和学习者群体的合作驱动视角进行案例设计。最后,提出了提升在线协同学习群体动力的策略,包括注重高阶思维能力培养、营造在线协同氛围、提升教师情感与社会性支持服务、开展基于认知神经科学的跨学科研究。In the post-epidemic era, online collaborative learning characterized by online, cooperative and open has become the new normal of learning. The group dynamics of online collaborative learning is an important driving force to stimulate learners’ strong thirst for knowledge and trigger collaborative learning behavior. It not only emphasizes the individual investment of team members,but also emphasizes the group interaction behavior between team members. Group dynamics is closely related to the effect of online collaborative learning, and the construction of the theoretical model of group dynamics is an important basis for further promoting the research of online collaborative learning. Based on group dynamics theory and social cohesion theory, this study identified the key elements through content analysis and interview method, and group dynamics model of online collaborative learning was constructed from four dimensions: practical purpose, dynamic mechanism, spatial form and practical dimension. On this basis, taking “innovative thinking and its cultivation methods” as an example, the case design is carried out from the perspective of task-driven and cooperation-driven. Finally, the approaches to improve the group dynamics of online collaborative learning are proposed, including paying attention to the cultivation of higher-order thinking ability, creating an online collaborative atmosphere, improving teachers’ emotional and social support services, and carrying out interdisciplinary research based on cognitive neuroscience.

关 键 词：在线协同学习 群体动力 理论模型 案例设计 实现策略 

分 类 号：G434[文化科学—教育学]