技术支持的个性化协作式学习实证研究——以高校物理专业“光的双缝干涉”教学单元为例  

All Empirical Study on Personalized Collaborative Learning with Technology Support:Taking the Teaching Unit of "Double Slit Interference of Light" in the College Physics Major as an Example

作　　者：董玉琦[1] 高子男 张慧伦 胡志娟[1] 林琳[1] 乔沛昕 DONG Yuqi;GAO Zinan;ZHANG Huilun;HU Zhijuan;LIN Lin;QIAO Peixin(Shanghai Normal University,Shanghai,200234)

机构地区：[1]上海师范大学,上海200234

出　　处：《现代远距离教育》2023年第1期10-18,共9页Modern Distance Education

基　　金：上海高水平地方高校“智能教育”重点创新团队项目;“上海市高等学校一流本科课程建设(光学)”项目(编号:沪教委高[2021]5号)。

摘　　要：技术促进学习的有效性问题一直困扰着教育技术学界,主要原因是基础研究不够充分。学习技术(CTCL)团队在基础教育领域利用技术有效促进学习的成果愈发丰富,本文将其基于认知发展的个性化学习研究思路拓展至高等教育领域,并融入“协作式”元素,探求技术支持的个性化协作式学习对师范生学业成就的影响。以30名高校物理专业师范生为对象,以光的双缝干涉为学习内容,开展准实验研究,结合定量和定性的方法,对前后测成绩和访谈数据进行分析。结果显示,技术支持的个性化协作式学习具有以下作用:可以显著提高师范生的学业成绩,实验组后测成绩比对照组高出16.02%;对高成绩组与低成绩组学生的学业成绩均有促进作用,且对低成绩组学生的促进作用更大;使学生经历从认知冲突到共识达成的协作过程,有利于其获得更好的学业成绩。The problem of the effectiveness of technology-enhanced learning has always plagued the educational technology community,and the lack of basic research is the main reason.Using technology to promote learning in fundamental education,the Learning Technology(CTCL)team has achieved more and more achievements.This article extends its research idea of cognition development based on personalized learning to the field of higher education.Moreover,this article incorporates a collaborative element to explore the impact of personalized collaborative learning with technology support on the academic achievement of teacher-training students.A quasi-experimental study was conducted with 30 college physics teacher-training students studying double-slit interference of light,combining quantitative and qualitative methods and analyzing pre and post-test scores and interview data.The results showed that personalized collaborative learning with technology support had the following effects:it could significantly improve the academic performance of teacher training students,and the experimental group's post-test score was 16.02%higher than that of the control group;it promoted the academic performance of students in both high-grade and low-grade groups,and had positive effects on students in low-grade groups;it enabled students to experience a collaborative process from cognitive conflict to consensus-reaching,which was conducive to obtaining better academic performance.

关 键 词：学习技术(CTCL) 技术促进学习 个性化 协作式 高校教育 

分 类 号：G43[文化科学—教育学]