群体知识建构视角下教师混合式研训的组内交互及知识建构层次分析
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摘要
群体知识建构强调群体成员间相互协作、共同建构知识。群体交互的质量直接影响知识建构的层次。文章基于以协同知识建构为核心的教师混合式研训模型,从面对面研训阶段切入,利用社会网络分析和内容分析的方法,探讨教师的组内交互特征、群体知识建构层次和相关影响因素。研究发现,个体知识建构与群体知识建构的结合、群体目标、适当的认知冲突等可促进教师的群体知识建构,而中心人物对群体知识建构的影响还有待进一步研究。
Group knowledge construction emphasizes the mutual collaboration and joint construction of knowledge among group members. The quality of group interaction directly affected the knowledge construction level. Based on the proposed blended research and training model for teachers with collaborative knowledge as the core, this paper took the face-to-face research and training stage as the starting point, used social network analysis and content analysis methods to discuss teachers' group interaction features, group knowledge construction levels and related influencing factors. It was found that the combination of individual knowledge construction with group knowledge construction,group goals and appropriate cognitive conflicts could promote teachers' group knowledge construction levels. Moreover,the influence of central figures on group knowledge construction needed further study.
Group knowledge construction emphasizes the mutual collaboration and joint construction of knowledge among group members. The quality of group interaction directly affected the knowledge construction level. Based on the proposed blended research and training model for teachers with collaborative knowledge as the core, this paper took the face-to-face research and training stage as the starting point, used social network analysis and content analysis methods to discuss teachers' group interaction features, group knowledge construction levels and related influencing factors. It was found that the combination of individual knowledge construction with group knowledge construction,group goals and appropriate cognitive conflicts could promote teachers' group knowledge construction levels. Moreover,the influence of central figures on group knowledge construction needed further study.
引文
[1]代毅,王冬青.群组知识共享创新视角下教师研修模型的构建与实践[J].中国电化教育,2017,(6):131-136.
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[4]Kimmerle J,Cress U,Held C.The interplay between individual and collective knowledge:Technologies for organisational learning and knowledge building[J].Knowledge Management Research&Practice,2010,(1):33-44.
[5]Laurillard D.The educational problem that MOOCs could solve:Professional development for teachers of disadvantaged students[J].Research in Learning Technology,2016,(24):1-17.
[6]庄慧娟,柳婵娟.基于解释的协作知识建构过程模型[J].现代教育技术,2008,(9):19-22,31.
[7]谢幼如,宋乃庆,刘鸣.网络课堂协作知识建构的群体动力探究[J].电化教育研究,2009,(2):55-58.
[8]Stahl G.A model of collaborative knowledge-building[A].The 4th International Conference of the Learning Sciences[C].Mahwah,NJ:Erlbaum,2000:70-77.
[9]彭绍东.混合式协作学习中知识建构的三循环模型研究[J].中国电化教育,2015,(9):39-47.
[12]王陆,杨惠,白继芳.CSCL中基于问题解决的知识建构[J].中国电化教育,2008,(4):31-34.
[13]Gunawardena L,Lowe C,Anderson T.Interaction analysis of a global on-line debate and the development of a constructivist interaction analysis model for computer conferencing[J].Journal of Educational Computing Research,1997,(4):395-429.
[14]Popp J S,Goldman S R.Knowledge building in teacher professional learning communities:Focus of meeting matters[J].Teaching and Teacher Education,2016,59:347-359.
[15]谢幼如,宋乃庆,刘鸣.基于问题的网络课堂协作知识建构模式[J].电化教育研究,2010,(1):36-39.
[16]李海峰,王炜.面向问题解决的在线协作知识建构[J].电化教育研究,2018,(1):36-41、67.
[17]吴文华,耿雪,罗一萍.教师在线实践社区(TOPIC)远程学习圈中知识建构水平与特征分析[J].中国电化教育,2012,(10):62-65.
[2][10][11]马宁,吴焕庆,崔京菁.以协同知识建构为核心的教师混合式研训模型研究[J].教师教育研究,2017,(3):31-38.
[3]钟志贤.知识建构、学习共同体与互动概念的理解[J].电化教育研究,2005,(11):20-24、29.
[4]Kimmerle J,Cress U,Held C.The interplay between individual and collective knowledge:Technologies for organisational learning and knowledge building[J].Knowledge Management Research&Practice,2010,(1):33-44.
[5]Laurillard D.The educational problem that MOOCs could solve:Professional development for teachers of disadvantaged students[J].Research in Learning Technology,2016,(24):1-17.
[6]庄慧娟,柳婵娟.基于解释的协作知识建构过程模型[J].现代教育技术,2008,(9):19-22,31.
[7]谢幼如,宋乃庆,刘鸣.网络课堂协作知识建构的群体动力探究[J].电化教育研究,2009,(2):55-58.
[8]Stahl G.A model of collaborative knowledge-building[A].The 4th International Conference of the Learning Sciences[C].Mahwah,NJ:Erlbaum,2000:70-77.
[9]彭绍东.混合式协作学习中知识建构的三循环模型研究[J].中国电化教育,2015,(9):39-47.
[12]王陆,杨惠,白继芳.CSCL中基于问题解决的知识建构[J].中国电化教育,2008,(4):31-34.
[13]Gunawardena L,Lowe C,Anderson T.Interaction analysis of a global on-line debate and the development of a constructivist interaction analysis model for computer conferencing[J].Journal of Educational Computing Research,1997,(4):395-429.
[14]Popp J S,Goldman S R.Knowledge building in teacher professional learning communities:Focus of meeting matters[J].Teaching and Teacher Education,2016,59:347-359.
[15]谢幼如,宋乃庆,刘鸣.基于问题的网络课堂协作知识建构模式[J].电化教育研究,2010,(1):36-39.
[16]李海峰,王炜.面向问题解决的在线协作知识建构[J].电化教育研究,2018,(1):36-41、67.
[17]吴文华,耿雪,罗一萍.教师在线实践社区(TOPIC)远程学习圈中知识建构水平与特征分析[J].中国电化教育,2012,(10):62-65.