学习投入理论视域下教师干预对在线协作会话的影响研究  

A Study of the Effects of Teacher Intervention on Online Collaborative Conversations in the Perspective of Learning Input Theory

作　　者：张琦 吴林静[2,3] 高喻 廖鑫 李雅洁 Zhang Qi;Wu Linjing;Gao Yu;Liao Xin;Li Yajie(School of Liberal Studies,Guangzhou Vocational College of Technology&Business,Guangzhou,Guangdong,China 511442;Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan,Hubei,China 430079;Hubei Education Informatization Research Center,Central China Normal University,Wuhan,Hubei,China 430079)

机构地区：[1]广州科技贸易职业学院通识教育学院,广东广州511442 [2]华中师范大学人工智能教育学部,湖北武汉430079 [3]华中师范大学湖北省教育信息化研究中心,湖北武汉430079

出　　处：《数字教育》2024年第6期1-7,共7页Digital Education

基　　金：国家自然科学基金项目“数据驱动的在线学习协作会话过程监测与干预机制研究”(72174070);华中师范大学研究生教学改革项目“公费师范生教育硕士数据素养现状调查及影响因素研究”(2022JG17)。

摘　　要：在线协作会话活动经常出现浅层认知、社交孤立等问题。及时的教师干预是解决这些问题的有效途径。该研究以学习投入理论为基础,提出了基于学习投入理论的教师干预框架,并设计了相应的干预策略。以某师范大学“计算思维”课程参与者为研究对象,通过内容分析、社会网络分析和认知网络分析,探究了行为干预、情感干预和认知干预对学习者在在线协作会话中行为分布、社会交互和认知模式的影响。数据分析的结果显示:1.与行为干预相比,情感和认知干预对在线协作会话活动的促进作用更为显著。2.情感干预能够激发同伴间的评估行为,并提升社区的社会交互积极性。3.认知干预能够显著促进学习者的高阶认知发展,并促进其产生更丰富的认知模式。基于上述结论,该研究得出了相关启示,对在线协作会话活动的组织与管理具有较好的参考价值和指导作用。Online collaborative conversational activities often present problems such as shallow cognition and social isolation.Timely teacher intervention is an effective way to alleviate these problems.Based on the learning input theory,the study proposes a teacher intervention framework and designs corresponding intervention strategies.Taking the participants of the“Computational Thinking”course of X Normal University as the research object,the study explores the effects of behavioral,affective,and cognitive interventions on the distribution of behaviors,social interactions,and cognitive patterns of learners in online collaborative conversations through content analysis,social network analysis,and cognitive network analysis.The results of the data analysis showed that a)affective and cognitive interventions promote online collaborative conversations more significantly than behavioral interventions;b)affective interventions stimulate peer-to-peer assessment and enhance positive social interactions in the community;c)cognitive interventions significantly contribute to the development of higher-order cognition in learners and facilitate the generation of richer cognitive patterns.Based on the above conclusions,the study proposes some enlightenments on the study,which are of good reference value and guidance for the organization and management of online collaborative conversations.

关 键 词：行为干预 情感干预 认知干预 社交互动 在线协作会话 

分 类 号：G4[文化科学—教育学]