交互白板环境下共享调节策略对项目化学习中社会情感技能的影响研究  

Effects of an Interactive Whiteboard-Based Shared Regulation Strategy on Socio-Emotional Skills in Project-Based Learning

作　　者：黄俊 黄渊博 吕子英 郑晓丽[1] HUANG Jun;HUANG Yuanbo;LV Ziying;ZHENG Xiaoli(College of Education,Wenzhou University,Wenzhou 325000,China;School Administration office,Wenzhou-Kean University,Wenzhou 325000,China)

机构地区：[1]温州大学教育学院,浙江温州325000 [2]温州肯恩大学教务部,浙江温州325000

出　　处：《开放学习研究》2023年第6期51-60,共10页Journal of Open Learning

基　　金：温州大学研究生创新基金课题“基于共享调节的配对编程教学模式构建及实证研究”(项目编号:3162023003016)的研究成果。

摘　　要：社会情感技能作为情感类技能,是学生社会性能力发展的重要组成部分,与其心理、行为及学业表现有着密切的联系。社会情感技能一般是通过人与人之间的互动培养的,但目前研究过多关注人与人之间在互动中认知的增长,而忽视了社会情感技能的增长。因此,本研究以交互白板作为协作学习平台,设计了基于交互白板的协作公约、共享计划单、共享评价标准、小组反思支架四类协作脚本作为共享调节策略,将其融入到项目化学习的教学活动中,并以小学五年级两个班的学生为研究对象开展准实验研究,探究基于共享调节策略的项目化学习教学模式培养学生社会情感技能的有效性。结果表明,共享调节策略能够促进小学生项目化学习中社会情感技能的提升。Socio-emotional skill,as an emotion-based skill,is an important part of student socialization and is closely linked to children’s psychological,behavioral,and academic performance.Social-emotional skills are generally developed in person-to-person interactions,but current research may have overfocused on cognitive growth in person-to-person interactions while neglecting the growth of socio-emotional skills.In order to implement shared regulation strategies in project-based learning,this article used Boardmix Whiteboard as a collaborative learning platform,designed four types of collaborative scripts,including collaborative conventions,shared planners,shared evaluation criteria,and group reflection scaffolds.A quasi-experimental study with two classes of fifth-graders was then conducted.It is showed that shared regulation strategies could support the development of elementary school students’social-emotional abilities in project-based learning.

关 键 词：协作学习平台 共享调节策略 项目化学习 社会情感技能 

分 类 号：G434[文化科学—教育学]