知识建构学习社区中“观点改进”的发展轨迹研究
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摘要
观点改进是知识建构教学的内核,目前的研究主要集中于观点发展的外在网络关系的可视化描述,缺乏对观点改进的内在发展机理和演变过程的探讨。研究跟踪河南科技学院教育技术学专业大三一个班级33名学生"教育技术学研究方法"课程一个学期(18周)的知识建构教学历程,在基于设计的研究过程中,一方面强化以提升学生"观点改进"为核心的教学迭代过程,另一方面重点追寻"观点改进"的内在机理为本研究的理论诉求。数据的统计与分析以数课论坛平台中509条观点为分析样本,采用知识建构的内容编码体系,结合课堂观察与课下学生访谈,对观点数量、观点深度、观点发展的生命周期等进行量化分析。研究结果发现:从数量上看,学生能够提出较多数量的观点,但仍主要集中于共享型这种基础性的观点,较高水平的协商型和升华型观点数量相对较少;从质量上看,观点整体上具有一定的深度,随着阶段的推进,观点深度逐步提升;从观点发展的生命周期看,呈现多层面的变化,包括观点分裂、融合、变异、自我生长、消失、死亡六种类别。
Idea improvement is the core of knowledge building. The current research on idea improvement mainly focuses on the visual description of the external network relations of idea development, and lacks the discussion on the internal development mechanism and evolution process of idea improvement. This study tracked the process of knowledge building of 33 students majoring in education technology of Henan Institute of Science and Technology for one semester(18 weeks) in "Education Technology Research Methods". Based on design-based research, the study, on the one hand,strengthens the teaching iterative process centering on improving "idea improvement" of students, on the other hand, theoretically focuses on the internal mechanism of "idea improvement". 509 ideas in Shuke Forum are taken as analysis samples and coded with the knowledge building content coding system.Combined with classroom observation and students interview, quantitative analysis is conducted on the number and depth of the ideas, as well as the life cycle of idea development. The results show that: from the quantity point of view, students can put forward a large number of ideas, but mainly focusing on sharing. The consultative and sublimated ideas are relatively few. As for quality, the views on the whole are good, and with the progress of the study, the depth of view is gradually improved. From the perspective of the life cycle of idea development, there are many changes, including six categories of idea splitting,fusion, variation, self-growth, disappearance and death.
Idea improvement is the core of knowledge building. The current research on idea improvement mainly focuses on the visual description of the external network relations of idea development, and lacks the discussion on the internal development mechanism and evolution process of idea improvement. This study tracked the process of knowledge building of 33 students majoring in education technology of Henan Institute of Science and Technology for one semester(18 weeks) in "Education Technology Research Methods". Based on design-based research, the study, on the one hand,strengthens the teaching iterative process centering on improving "idea improvement" of students, on the other hand, theoretically focuses on the internal mechanism of "idea improvement". 509 ideas in Shuke Forum are taken as analysis samples and coded with the knowledge building content coding system.Combined with classroom observation and students interview, quantitative analysis is conducted on the number and depth of the ideas, as well as the life cycle of idea development. The results show that: from the quantity point of view, students can put forward a large number of ideas, but mainly focusing on sharing. The consultative and sublimated ideas are relatively few. As for quality, the views on the whole are good, and with the progress of the study, the depth of view is gradually improved. From the perspective of the life cycle of idea development, there are many changes, including six categories of idea splitting,fusion, variation, self-growth, disappearance and death.
引文
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[24]杨绪辉.知识建构视角下创客教育的有效开展[J].电化教育研究,2017,38(5):101-105.
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[2]SCADAMALIA M,BEREIER C,LAMON M.The CSILE project:trying to bring the classroom into World 3[M]//Classroom lessons integrating cognitive theory&classroom practice.Cambridge:The MII Press,1994:201-228.
[3]BEREIER C,SCADAMALIA M.Surpassing ourselves:an inquiry into the nature and implications of expertise[M].Chicago,Illinois:Open Court,1993.
[4]PAAVOLA S,LIPPONEN L,HAKKARAINEN K.Epistemological foundations for CSCL:a comparison of three models of innovative knowledge communities[C]//Conference on Computer Support for Collaborative Learning:Foundations for A CSCL Community.New Jersey:Lawrence Erlbaurm Associates Inc,2002:24-32.
[5]张义兵.知识建构:新教育公平视野下教与学的变革[M].南京:南京师范大学出版社,2018:44-45,90-91.
[6]HONG H Y,SCADAMALIA M,MESSINA R,et al.Fostering sustained idea improvement with principle-based knowledge building analytic tools[J].Computers&education,2015,89(C):91-102.
[7]周荣敏.权威性资料的使用对知识建构过程中“观点改进”的影响研究[D].南京:南京师范大学,2016.
[8]ZHANG J W.Technology-supported learning innovation in cultural contexts[J].Educational technology research&development,2010,58(2):229-243.
[9]生蕾.生成性角色的变化及其与观点理解深度的相关性研究[D].南京:南京师范大学,2017.
[10]柴少明.网络学习社区中基于对话的知识建构:理论与模型[J].电化教育研究,2017,38(5):71-76.
[11]满其峰.知识论坛中标注关键词对观点改进的影响[D].南京:南京师范大学,2014.
[12]MA L.Criss-crossing idea landscapes via idea networks in knowledge forum[C]//HCI International 2016-Posters'Extended Abstracts.Berlin Heidelberg:Springer-Verlag,2016:44-49.
[13]ZHANG J W,TAO D,CHEN M H,et al.Co-organizing the collective journey of inquiry with idea thread mapper[J].Journal of the learning sciences,2018,27(3):1-63.
[14]OSHIMA J,OSHIMA R,MATSUZAWA Y.Knowledge building discourse explorer:a social network analysis application for knowledge building discourse[J].Educational technology research&development,2012,60(5):903-921.
[15]HONG H Y,SULLIVAN F R.Towards an idea-centered,principle-based design approach to support learning as knowledge creation[J].Educational technology research&development,2009,57(5):613.
[16]ALEX F O.Wake up your mind:101 ways to develop creativeness[M].New York:Charles Scribner'Sons,1952.
[17]张义兵,陈伯栋,SCADAMALIA M,BEREIER C.从浅层建构走向深层建构---知识建构理论的发展及其在中国的应用分析[J].电化教育研究,2012,33(9):5-12.
[18]LOSSMAN H,SO H J.Toward pervasive knowledge building discourse:analyzing online and offline discourses of primary science learning in Singapore[J].Asia Pacific education review,2010,11(2):121-129.
[19]HERRI F.Computer conferencing and content analysis[C]//Collaborative Learning Through Computer Conferencing.Berlin Heidelberg:Springer-Verlag,1992:117-136.
[20]GUNAWARDENA C N,LOWE C A,ANDERSON T.Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing[J].Journal of educational computing research,1997,17(4):261-269.
[21]PENA-SHAFF J B,NICHOLLS C.Analyzing student interactions and meaning construction in computer bulletin board discussions[J].Computers&education,2004,42(3):243-265.
[22]ANDRI I,AGNI S G.Mashing-up wikis and forums:a case study of collaborative problem-based activity[J].Educational media international,2012,49(4):303-316.
[23]陈工孟.创新思维训练与创造力开发[M].北京:经济管理出版社,2016:119.
[24]杨绪辉.知识建构视角下创客教育的有效开展[J].电化教育研究,2017,38(5):101-105.
[25]文明.大学生提问能力与创造性思维的关系研究[D].苏州:苏州大学,2009.
[26]HANS V D M.Question asking:to know that you do not know is not enough[J].Journal of educational psychology,1990,82(3):505-512.