协作学习中学习者自我调节学习模式挖掘与轨迹分析  

Mining and Trajectory Analysis of Learners'Self-regulated Learning Patterns in Collaborative Learning

作　　者：高喻 吴林静[1] 王慧敏 刘清堂[1] 涂凤娇 GAO Yu;WU Linjing;WANG Huimin;LIU Qingtang;TU Fengjiao(School of Educational Information Technology,Central China Normal University,Wuhan Hubei 430079)

机构地区：[1]华中师范大学人工智能教育学部,湖北武汉430079

出　　处：《电化教育研究》2022年第7期89-96,105,共9页E-education Research

基　　金：国家自然科学基金项目“数据驱动的在线学习协作会话过程监测与干预机制研究”(项目编号:72174070);2021年华中师范大学人工智能教育学部教学创新研究项目“数据驱动的在线协作会话教师干预策略研究及应用”(项目编号:ZNXBJY202110)。

摘　　要：自我调节学习能力是学习者应具备的一种基础而重要的学习能力,深入了解学习者的自我调节学习模式和发展轨迹,有助于教师更好地在协作学习活动中为学习者提供个性化学习指导。文章以87名参与《现代教育技术》课程协作学习活动的学习者所撰写的活动反思为数据源,对不同学业成就的学习者在自我调节学习中的调节活动、调节模式和发展轨迹进行了动态分析。结果发现:(1)高绩效学习者具有更多的预先计划和自我反思等调节活动,但在行为表现阶段与低绩效学习者无显著差异;(2)高绩效学习者拥有更多的自我评估行为和更为深入的自我反思调节模式;(3)高绩效学习者在预先计划阶段即能够产生价值认同并激发学习兴趣,而低绩效学习者的价值认同更为滞后。针对上述差异,文章给出了相应的教学启示,包括:为低绩效学习者提供预先计划阶段和自我反思阶段的学习脚手架、在任务起始阶段引导低绩效者实现对任务的价值认同、引导并辅助低绩效学习者开展自我评估等。Self-regulated learning is a basic and important learning ability that students should have.An in-depth understanding of learners'self-regulated learning patterns and development trajectories can help teachers better provide personalized learning guidance to learners in collaborative learning activities.Based on the activity reflection written by 87 learners participating in the cooperative learning activities of"Modern Educational Technology",this paper conducts a dynamic analysis of the regulation activities,regulation patterns and development trajectories of learners with different academic achievements in self-regulated learning.The results show that(1)high-performance learners have more regulatory behaviors such as pre-planning and self-reflection,but there is no significant difference between high-performance learners and low-performance learners in the behavioral performance stage.(2)high-performance learners have more self-assessment behaviors and more in-depth self-reflection and regulation patterns.(3)High-performance learners can generate value identification and stimulate learning interest at the pre-planning stage,whereas low-performance learners'value identification is more delayed.In view of the above differences,this paper gives the corresponding pedagogical enlightenments,including providing low-performance learners with learning scaffolding in the pre-planning stage and self-reflection stage,guiding low-performance learners to realize value identification of tasks in the task initiation stage,and guiding and assisting low-performance learners to carry out self-assessment etc.

关 键 词：自我调节学习 协作学习活动 认知网络分析 轨迹分析 

分 类 号：G434[文化科学—教育学]