基于知识建构理论的协作讨论角色设计与促进策略——以专科院校“网络系统管理”社团集训为例  

Collaborative Discussion Role Design and Promotion Strategies Based on Knowledge Building Theory:Take the Training of“Network System Management”Community Training as an Example

作　　者：陈静 CHEN Jing(Shanghai Technology and Innovation Vocational College,Shanghai 201620,China)

机构地区：[1]上海科创职业技术学院,上海201620

出　　处：《湖州师范学院学报》2024年第8期57-63,共7页Journal of Huzhou University

基　　金：国家自然科学基金项目(62173222)。

摘　　要：专科院校的学生在概念性知识的建构和理解上往往显得力不从心,其思维发展水平相对较低,理论知识基础也较薄弱,缺乏批判、质疑和提问的精神,习惯于“被传授者”的角色定位.而角色承担是一种能够促进自我反思和社会认知的方法.研究表明,在小组中应用角色策略,能够有效组织协作过程并提升学习成效.基于知识建构理论和角色理论,结合协作讨论的性质及教学实际,选定提出新想法者、举例论证者、质疑者和总结者4种角色,设定具体的学习规则和讨论任务,并辅以角色脚本,开展基于知识建构理论的协作讨论教学实践.Students in vocational colleges often appear inadequate in the construction and understanding of conceptual knowledge,with relatively low levels of thinking development and weak theoretical knowledge foundation.They lack the spirit of criticism,questioning,and querying.They tend to be accustomed to the role of“recipients”in the learning process.Role taking is a method that can promote self-reflection and social cognition.Research has shown that applying role strategies in groups can effectively organize collaborative processes and improve learning outcomes.Based on knowledge building theory and role theory,combined with the nature of collaborative discussion and teaching practice,the author selects four roles:idea generator,exemplifier,challenger,and summarizer.Specific learning rules and discussion tasks are set,complemented by role scripts,to carry out collaborative discussion teaching practice based on knowledge building theory.

关 键 词：知识建构 协作讨论 角色设计 

分 类 号：G434[文化科学—教育学]