学习科学视角下团队创造力培养的实证研究  

An Empirical Study on Team Creativity Cultivation from a Learning Science Perspective

作　　者：蒋纪平 胡金艳[3] 张义兵 高婕[4] Jiang Jiping;Hu Jinyan;Zhang Yibing;Gao Jie(Department of Educational Science Nanjing Normal University,Nanjing 210097,Jiangsu;School of Information Engineering,Henan Institute of Science and Technology,Xinxiang 453003,Henan;Faculty of Education,Henan Normal University,Xinxiang 453007,Henan;Shihezi No.20 Middle School,Shihezi 832000,Xinjiang)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097 [2]河南科技学院信息工程学院,河南新乡453003 [3]河南师范大学教育学部,河南新乡453007 [4]石河子第二十中学小学部,新疆石河子832000

出　　处：《中国电化教育》2023年第4期72-81,共10页China Educational Technology

基　　金：江苏省研究生科研与实践创新项目“知识建构社区中观点种群进化的时序分析”(项目编号:KYCX22_1423);河南省科技攻关“基于认知诊断的在线协作学习效果评测与应用研究”(项目编号:212102310092)阶段性研究成果。

摘　　要：知识经济时代对人才协作的团队创造力提出更高要求。该研究从学习科学的视角构建了团队创造力的团队成员、协作过程和创造性结果三维立体模型,并在37名小学五年级学生的《三国演义》知识建构阅读实践中培养其团队创造力。教学实践经历了四轮迭代:支架促进真实问题的提出、主题研读与深入探究、创造性戏剧的剧本编写与排演、反思与理论建构。针对团队创造力的三个维度分别采用操作交互的社会网络分析法、内在协作对话的交互分析法和创造性制品的同感评估技术,来评测小学生团队创造力的提升效果。研究结果表明,学生积极参与社区知识的贡献,交互较为紧密;在以观点为中心的对话中,长话轮和冲突性对话有力促进团队创造力,不同层次的对话间存在相互转化;学生制品在流畅性、创造性方面都有显著提升。针对教学实践中提升团队创造力提出一些建议,团队创造力提升与学科教学融为一体,提供多样化的手段促进团队成员紧密的社会性交互,促使个人学习向团队协作探究转变;通过基于学科内容的对话,促进学生观点的持续改进,实现知识创造;生成概念制品,在世界3的生产性知识活动中提升团队创造力。The era of knowledge economy places higher demands on team creativity of talent collaboration.This study builds a three-dimensional model of team members,collaborative processes and creative outcomes of team creativity from the perspective of learning science.Team creativity was fostered in 37 students’reading of Romance of the Three Kingdoms based on Knowledge Building in a grade 5 class.The teaching went through four iterations:authentic problem proposal with scaffolds,theme study and deep inquiry,script writing and rehearsals of creative drama,and reflection and theory building.Social network analysis of operational interactions,interactive analysis of intrinsic collaborative discourse,and consensus assessment technology of creative artifacts were used for each of the three dimensions of team creativity to assess the enhancement among the students.The results showed that students actively participated in contributing to community knowledge and interacted more closely.Moreover,in ideacentered discourse,long discourse turn and conflicting discourse strongly improved team creativity,and there was intertransformation between different levels of discourse.Finally,students’artifacts showed significant improvement in fluency and creativity.There are some suggestions for improving team creativity in teaching:team creativity development is integrated with disciplinary instruction;Diverse means are provided to promote close social interactions among team members,and prompt the transformation from individual learning to team collaborative exploration;Through content-based discourse,students continuously improve their ideas and realize knowledge creation.Students generate conceptual artifacts to facilitate their team creativity in the productive knowledge activities of World 3.

关 键 词：学习科学 团队创造力 知识建构理论 创造性阅读 

分 类 号：G434[文化科学—教育学]