协作角色脚本支持下“边缘人”认知网络分析  

Epistemic network analysis of"marginal man"phenomenon in collaborative learning supported by role-scripts

作　　者：郭耕汝 贺鹏洋 黄琳淇 张婧婧[1] GUO Geng-ru;HE Peng-yang;HUANG Lin-qi;ZHANG Jing-jing(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教学研究》2023年第5期1-8,共8页Research in Teaching

基　　金：北京市教育科学“十三五”规划2019年度一般课题(AHDB19030)。

摘　　要：为探究协作学习中“边缘人”对协作过程的影响以及如何采用协作角色脚本来改善“边缘人”现象,以北京某高校本科三年级的专业课程为案例,采用非参与式观察与认知网络分析的方法对角色脚本支持前后的协作观点辨析进行分析。研究发现,协作脚本的角色支持对提升协作学习中的“边缘人”参与度,与优化协作学习中“边缘人”小组及个人认知网络结构有一定的帮助。未来需要进一步结合不同类型的教学活动来优化角色脚本,从而显著改善高校协作学习中的“边缘人”现象。This study examines the influence of the"marginal man"phenomenon on collaborative learning and proposes the use of collaborative role-scripts as a means to improve it.A case study,using non-participant observation and epistemic network analysis,was conducted in a third-year undergraduate course at a university in Beijing.The findings demonstrate that the use of role-scripts enhances the participation of individuals experiencing marginalization and optimizes the epistemic network structure of both marginalized groups and individuals during collaborative learning.These results suggest that implementing role-scripts can have a positive impact on the learning experiences of marginalized individuals in collaborative learning environments.To further advance this line of inquiry,future research should focus on refining role-scripts through diverse learning activities.This would enable effective addressing of the"marginal man"phenomenon in collaborative learning at the university level.

关 键 词：认知网络分析 协作学习 角色脚本设计 “边缘人” 

分 类 号：G40[文化科学—教育学原理]