协作学习中团体迷思的因果模型及行为表征  

Causal Model and Behavioral Representation of Groupthink in Collaborative Learning

作　　者：杨琳[1] 吴鹏泽[2] 李倩 陈润琼 YANG Lin;WU Pengze;LI Qian;CHEN Runqiong

机构地区：[1]广州大学网络与现代教育技术中心,广东广州510006 [2]华南师范大学教育信息技术学院,广东广州510631 [3]深圳市光明区深圳技术大学附属学校(光明),广东深圳518132

出　　处：《现代远程教育研究》2023年第6期83-90,共8页Modern Distance Education Research

基　　金：广州市哲学社会科学发展“十三五”规划一般课题“在线协作学习中的团体迷思现象分析与教师干预研究”(2020GZYB27);广州市哲学社会科学发展“十四五”规划一般课题“广州建设粤港澳大湾区教育改革与发展示范城市研究:MOOC学习者在线深度学习能力评价与发展路径研究”(2022GZYB50)。

摘　　要：协作学习中成员为快速达成协作知识建构的目标,往往会出现倾向于让个人观点与团体观点保持一致的“团体迷思”现象,这不利于团体成员集体智慧的发挥。为揭示协作学习中团体迷思的形成机理,亟需对导致团体迷思的协作认知过程、行为表征及其成因进行深入剖析。综合运用扎根理论和滞后序列分析法对12个协作小组的深度访谈文本和协作学习过程记录片段进行分析后发现:协作学习中团体迷思的形成机理可以用一个包括“前因→寻求共识→症状→决策缺陷→决策结果糟糕”的五步因果模型来解释;导致团体迷思的前因可归纳为小组结构存在缺陷、外部情境压力过高、内部情境压力过高三个方面;团体迷思的典型症状可归纳为高估合理化、服从合理化、集体合理化三种类型,不同类型症状体现出不同的行为显著序列。为了更好地避免小组协作学习中团体迷思现象的发生,应让小组成员认识和了解团体迷思形成的前因后果,建立角色互换机制,营造积极的合作氛围,以及通过重新组织集体记忆、提供创新解决方案机会等方式来转变团体迷思,发挥集体智慧。In order to achieve the goal of collaborative knowledge construction in collaborative learning,members often tend to keep their individual views consistent with the group’s views,which is not conducive to the realization of the collective wisdom of group members.To reveal the formation mechanism of groupthink in collaborative learning,it is necessary to analyze the cognitive process,behavioral representation and causes of groupthink.After analyzing the data from in-depth interviews of 12 collaborative groups and the documentary clips of collaborative learning process based on the grounded theory and lag sequence analysis,it is found that the formation mechanism of groupthink in collaborative learning can be explained by a five-step causal model including antecedent,seeking consensus,symptom,decision-making defect and bad decision-making result.The antecedents leading to groupthink can be summarized into three aspects:structural defects of cohesive groups,excessive external situational pressure and excessive internal situational pressure;the typical symptoms of groupthink can be summarized into three types:overestimation rationalization,obedience rationalization,and collective rationalization and the different types of symptoms embody different sequences of behavioral significance.To better avoid the occurrence of groupthink in group collaborative learning,group members should be allowed to recognize and understand the causes and consequences of groupthink formation,establish a role exchange mechanism,create a positive atmosphere of cooperation,and transform groupthink by reorganizing the collective memory and providing opportunities for innovative solutions to bring collective wisdom into full play.

关 键 词：协作学习 团体迷思 行为表征 扎根理论 滞后序列分析 

分 类 号：G434[文化科学—教育学]