协作学习生成性角色演变对知识点学习效果的组态效应——基于fsQCA与IIS图分析视角  

The Configuration Effect of Generative Role Evolution in Collaborative Learning on Learning Effectiveness of Knowledge Points—From the Perspective of fsQCA and IIS Graph Analysis

作　　者：何文涛 朱玲林 陶雨晴 周跃良[1] HE Wentao;ZHU Linglin;TAO Yuqing;ZHOU Yueliang(Zhejiang Province Key Laboratory of Intelligent Education Technology and Application,Zhejiang Normal University,Jinhua Zhejiang 321004)

机构地区：[1]浙江师范大学全省智能教育技术与应用重点实验室,浙江金华321004

出　　处：《电化教育研究》2025年第1期101-107,128,共8页E-education Research

基　　金：2023—2024年度浙江省高校重大人文社科攻关计划青年重点项目“人机协同视域下教师主体性消解风险预警机制与干预策略研究”(项目编号:20240N141);2023年度国家自然科学基金青年项目“面向知识整合的碎片化学习诊断与学习路径引导研究”(项目编号:62207027)。

摘　　要：当前关于协作学习生成性角色研究主要聚焦生成性角色类型和不同角色的学习效果影响两大方面,但存在角色类别划分不完善、只关注单个角色的净效应等问题,忽视了生成性角色之间的交互作用,难以解释角色演变对协作学习知识点学习效果的组态效应。为此,研究重新划分了协作学习生成性角色,并利用行为分析、IIS图分析与fsQCA方法,从微观视角揭示生成性角色演变作用于知识点学习效果的多重并发路径,提出了生成性角色演变影响知识点学习效果的内容交互型、组织指令型、复合影响型和媒体影响型四种组态。研究认为,协作学习交互效果并不是某个生成性角色的单独作用决定的,而是由多个角色组合复合影响的结果,角色演变对学习效果的组态效应会因活动类型的不同而存在一定的差异。改善协作学习效果需提升教师组织指导水平、合理使用媒体、平衡生成性角色间的组态效应及调动组员的有效交互,不可盲目借鉴经验总结得来的教学策略。The current research on generative roles in collaborative learning focuses on two areas,namely the types of generative roles and the impact of different roles on learning outcomes.However,there are issues such as incomplete categorization of role types, focusing only on the net effect of individual roles, which neglects the interaction between generative roles and fails to explain the configuration effect of role evolution on the learning outcomes of knowledge points. To address this, the study reclassifies generative roles in collaborative learning and uses behavioral analysis, IIS diagram analysis, and fsQCA methods to reveal the multiple concurrent paths through which the evolution of generative roles affects the learning outcomes of knowledge points from a micro-perspective. The study proposes four types of configurations: content interaction, organizational instruction, composite influence, and media influence. The study concludes that the interactive effects of collaborative learning are not determined by a single generative role, but are the result of a combination of multiple roles. The configuration effect of role evolution on learning outcomes may vary according to the type of activity. To improve the effectiveness of collaborative learning, it is necessary to enhance the teacher's organizational guidance, use media appropriately, balance the configuration effect among generative roles, and mobilize effective interactions among group members. It is not advisable to blindly draw on teaching strategies derived from summarizing reasons for unsatisfactory outcomes.

关 键 词：协作学习 生成性角色 学习效果 定性比较分析 知识点激活量 

分 类 号：G434[文化科学—教育学]