整合式调节对协作学习中冲突消解的影响研究  

The Influence of Integrated Regulation on Conflict Resolution in Collaborative Learning

作　　者：王靖 李会 李永婷 Wang Jing;Li Hui;Li Yongting(Jiangsu Research Center of“Internet+Education”,Jiangnan University,Wuxi Jiangsu 214122)

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

出　　处：《远程教育杂志》2022年第2期75-85,共11页Journal of Distance Education

基　　金：2019国家社会科学基金教育学青年课题“跨学科教育中的协同概念转变研究”(项目编号:CCA190260)的研究成果。

摘　　要：协作知识建构是个体认知加工与社会知识建构的内外双向促进过程,社会认知冲突的激发与消解在此过程中起到核心推动作用。学习者在协作知识建构的互动过程中,经常会感知到社会认知冲突,已有研究提供了高效引导并消解社会认知冲突的两种调节方式,其中认知调节被广泛采用,而关系调节效果则存在争议。由于认知调节在社会认知冲突消解中是必要的,并且单纯开展关系调节并不能解决认知上的冲突,也无法促进协作知识建构。为此采用实验研究法,分别设置无支架类组、认知类组、整合类组,其中整合类组是实施并整合了认知和关系调节双支架;再运用过程挖掘法和认知网络分析法,对比分析三个实验阶段三类组的社会认知冲突消解情况和协作知识建构水平,从冲突消解和知识建构水平两方面互相佐证实验结论;进而运用社会网络分析法,分析整合类组在三个实验阶段的社会网络结构。研究结果表明,关系调节支架能够通过调节学习者的关系失调,为认知调节支架正常发挥作用提供良好的协作氛围,进而促进小组社会认知冲突的消解和协作知识建构水平的提高。另外,关系调节支架还能够提升协作小组的交互强度,促进小组成员的平等化参与。但个别小组成员出现“离群”现象,说明关系调节支架在其中的作用机制仍有待研究,其普适性也有待提升。未来研究可以扩大实验规模,来提升支架的有效性和普适性。Collaborative knowledge-building is an internal and external promotion process of individual cognitive processing and social knowledge-building.The stimulation and resolution of social cognitive conflict plays a core role in this process.In the interactive process of collaborative knowledge-building,learners often perceive social cognitive conflict.Some studies have provided two ways to resolve social cognitive conflict effectively.Cognitive regulation is widely used,while the effect of relationship regulation is controversial.As we all know,cognitive regulation is necessary in the resolution of social cognitive conflict,and simply carrying out relationship regulation can not solve the cognitive conflict,and then it can not promote the collaborative knowledge-building.So the research uses experimental research method and sets up two control groups which have no scaffolding and cognitive scaffolding,and a test group with integration scaffolding.The integration group refers to the group with cognitive regulation as the main scaffolding and relationship regulation as the secondary scaffolding.Epistemic Network Analysis and Process Mining are used,and the research compares the resolution levels of social cognitive conflict and the levels of collaborative knowledge-building among three groups.The data is from the three experimental stages.Using the two methods is to prove the conclusions together.Research also uses the Social Network Analysis to explore the social network structure of test group.The results show that relational regulation scaffolding can provide a harmonious atmosphere for collaboration,and then the cognitive regulation scaffolding could work effectively,to promote the resolution of social cognitive conflict and collaborative knowledge-building.In addition,the relational relational scaffolding can promote the learners interaction and equal participation.However,a few of members are outliers,so the internal mechanism of relational regulation scaffolding needs to be studied and the scaffoldings universa

关 键 词：社会认知冲突 关系调节支架 认知调节支架 协作知识建构 

分 类 号：G420[文化科学—课程与教学论]