混合教学自主学习阶段的认知投入干预策略研究  

Research on Cognitive Engagement Intervention Strategies for Autonomous Learning Stage of Blended Teaching

作　　者：方静 刘三女牙[2] 何秀玲[2] 李洋洋[2] 刘智[2] xJing Fang;Sannyuya Liu;Xiuling He;Yangyang Li;Zhi Liu

机构地区：[1]华中师范大学国家数字化学习工程技术研究中心 [2]华中师范大学教育大数据应用技术国家工程研究中心

出　　处：《中国远程教育》2023年第4期59-67,76,共10页Chinese Journal of Distance Education

基　　金：2021年度国家自然科学基金面上项目“学习者高阶思维活动感知与归因分析研究”(项目编号:6217703)的研究成果。

摘　　要：混合教学作为在线学习的常态化路径,在自主学习阶段面临学习者认知投入不足的困扰。概念图能够通过帮助学习者在学习过程中有意识地从学习材料中提取新信息并与已有知识建立连接以促进认知投入。因此,围绕概念图工具在混合教学自主学习阶段的应用问题,本研究基于ICAP (Interactive,Constructive, Active, and Passive)学习方式分类学理论、有意义学习理论和活动理论双驱动认知投入干预策略,设计了指向交互建构的学习活动流程和促进有意义交互的学习策略。学习活动流程设计引导学习者在自主学习阶段从参与被动学习活动向参与交互学习活动发展;学习策略设计为学习者参与建构类和交互类学习活动过程提供可操作性的认知策略,确保在自主学习的过程中有意义交互的发生。同时,通过准实验研究验证基于干预策略的混合教学的有效性。实验结果表明,基于干预策略的混合教学对于学习者知识水平以及以元认知意识和沟通能力为代表的高阶思维能力具有促进作用。As a normal path of online learning,blended teaching is confronted with an insufficient cognitive in-vestment of learners in the stage of autonomous learning.Concept maps promote cognitive engagement by helping learners consciously make connections between old and new knowledge during learning.In order to apply the con-cept map in the autonomous learning stage of blended teaching,this study designs dual-driven cognitive engage-ment intervention strategies based on Interactive,Constructive,Active,and Passive(ICAP)taxonomic theory,meaningful learning theory,and activity theory including learning process of interactive construction and the learn-ing strategy to promote meaningful interaction.The process design of learning activities guides learners to develop from passive learning activities to interactive learning activities in the stage of autonomous learning.Learning strate-gy design provides operational cognitive strategies for learners to participate in constructive and interactive learning activities to ensure the occurrence of meaningful interaction in the process of autonomous learning.At the same time,the effectiveness of the blended teaching based on the intervention strategies was verified by the quasi-experi-mental study.The experimental results show that the blended teaching based on the intervention strategies can pro-mote learners’knowledge achievement and higher-order thinking skills represented by meta-cognitive awareness and communication abilities.

关 键 词：混合教学 自主学习 认知投入 ICAP 有意义学习 活动理论 概念图 干预策略 

分 类 号：G434[文化科学—教育学]