基于滞后序列分析的学生合作学习行为模式研究  

Research on Students' Cooperative Learning Behavior Patterns Based on Lag Sequential Analysis

作　　者：白洁琼 周晶 BAI Jie-qiong;ZHOU Jing(Department of Education,Xinzhou Teachers University;School of Teacher Education,Ningbo University)

机构地区：[1]忻州师范学院教育系,山西忻州034000 [2]宁波大学教师教育学院,浙江宁波315211

出　　处：《教育理论与实践》2024年第10期52-58,共7页Theory and Practice of Education

基　　金：宁波大学重点教研项目“以研促研——学前教育专业本科生研究能力的提升研究”(项目编号:JYXMXZD2022007)的研究成果。

摘　　要：采用滞后序列分析法对合作学习过程中学生的学习行为模式进行量化分析,结果发现,学生在合作学习的过程中,小组成员之间产生了9条具有显著意义的学习行为序列,其中代表学习者正在进行高阶思维以及知识建构的行为序列占70%;在合作解决问题过程中,产生了3条具有显著价值的行为序列路径,解释了小组成员是如何互相支持、围绕着共同的目标解决问题的。合作学习有助于学生理解和建构知识,形成问题解决等高阶思维,进而提高课堂参与度。分析学生在合作学习情境中的学习行为,能够帮助教师把握学生的学习行为模式,诊断影响学习效果的潜在问题,从而调整教学策略以促进其获得更好的学习结果。Using the method of lag-sequential analysis,a quantitative study was conducted to analysis students' learning behavior patterns in cooperative learning activities.The results show that there are 9 statistically significant behavior sequences,among which 70% of behavior sequences indicate learners are performing higher-order thinking and knowledge construction,and there are 3 highly significant behavioral sequence paths,which explain how group members support each other and solve problems centering around the common goal.Cooperative learning would help students understand and construct knowledge,develop higher-order thinking such as problem solving,and increase classroom engagement.Analyzing students' learning behaviors in cooperative learning situations can help teachers to grasp students' learning behavior patterns,diagnose potential problems affecting learning outcomes,and adjust teaching strategies to promote better learning outcomes.

关 键 词：学生 合作学习 合作学习行为模式 滞后序列分析 问题情境 

分 类 号：G420[文化科学—课程与教学论]