学业情绪对在线协作问题解决的影响研究
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摘要
协作问题解决是21世纪教育培养目标中的一项关键和必要的技能。该文采用问卷调查和数据统计分析方法,探讨了不同效价和唤醒度的学业情绪对在线协作问题解决的影响机制。研究发现:学业情绪对在线协作问题解决有显著的影响;从情绪效价和唤醒度来看,积极高唤醒情绪与消极低唤醒情绪的影响作用相反,且积极高唤醒情绪的影响作用更高;从具体的影响机制来看,在线协作问题解决过程中社会性交互和学习者态度在学业情绪与认知水平之间起到中介作用。基于上述结论,在线协作问题解决学习实践中应通过提供情感支持、加强"社会—情绪性"交互设计、采用情绪调节策略以及构建合理的情绪评价体系来增强和维持在线学习者的积极高唤醒情绪、降低消极低唤醒情绪,进而提升其在线协作问题解决能力。
Collaborative Problem Solving is a kind of fundamental and necessary skills in the goal of Education and Development in the 21 st Century. In this study, a questionnaire survey and statistical analysis were utilized to explore the influence mechanism of academic emotions with different Valence and Arousal on online collaborative problem solving. The results show that academic emotions have a significant effect on online collaborative problem solving, and from the perspective of emotional Valence and Arousal, positive-high Arousal emotions have the opposite effect on negative-low Arousal Emotions, and positive-high Arousal emotions have a high efficiency. From the perspective of specific influencing mechanism, social interaction and learner attitude play an intermediary role between academic emotions and cognitive level in the process of online collaborative problem solving.Depending on the conclusions, online collaborative problem solving learning practice learning practice can enhance and maintain online learners' positive-high arousal emotions, reduce negative-low arousal emotions through providing emotional support,strengthening "socio-emotional" interaction design, adopting emotion regulation strategies,and constructing a reasonable emotional evaluation system, so as to improve their collaborative problem solving ability.
Collaborative Problem Solving is a kind of fundamental and necessary skills in the goal of Education and Development in the 21 st Century. In this study, a questionnaire survey and statistical analysis were utilized to explore the influence mechanism of academic emotions with different Valence and Arousal on online collaborative problem solving. The results show that academic emotions have a significant effect on online collaborative problem solving, and from the perspective of emotional Valence and Arousal, positive-high Arousal emotions have the opposite effect on negative-low Arousal Emotions, and positive-high Arousal emotions have a high efficiency. From the perspective of specific influencing mechanism, social interaction and learner attitude play an intermediary role between academic emotions and cognitive level in the process of online collaborative problem solving.Depending on the conclusions, online collaborative problem solving learning practice learning practice can enhance and maintain online learners' positive-high arousal emotions, reduce negative-low arousal emotions through providing emotional support,strengthening "socio-emotional" interaction design, adopting emotion regulation strategies,and constructing a reasonable emotional evaluation system, so as to improve their collaborative problem solving ability.
引文
[1]特里林,菲德尔.21世纪技能:为我们所生存的时代而学习[M].天津:天津社会科学院出版社,2011.
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[3]梁云真,朱珂等.协作问题解决学习活动促进交互深度的实证研究[J].电化教育研究,2017,(10):87-92.
[4][15][33][47]单美贤.CSCL协作问题解决过程中的学习支持工具研究综述[J].电化教育研究,2015,(1):55-61.
[5]蔡慧英.语义图示工具支持的协作问题解决学习的研究[D].上海:华东师范大学,2016.
[6]OECD,“PISA 2015 collaborative problem-solving framework”,in PISA 2015Assessment and Analytical Framework:Science,Reading,Mathematic,Financial Literacy and Collaborative Problem Solving[EB/OL].https://doi.org/10.1787/9789264281820-8-en,2017-08-31.
[7][11]付强.基于网络的协作问题解决学习活动模式探析[J].现代远距离教育,2005,(5):43-46.
[8][46]马志强,杨好利.问题解决在线协作学习中的角色设计研究[J].现代教育技术,2013,23(9):41-45.
[9]马志强.问题解决在线协作学习中的问题设计研究[J].远程教育杂志,2013,31(3):51-56.
[10][51]单美贤.CSCL合作问题解决过程中情感支持框架探析[J].开放教育研究,2015,(4):99-105.
[12]H?kkinen P,J?rvel?S,M?kitalosiegl K,et al.Preparing teacherstudents for twenty-first-century learning practices(PREP21):a framework for enhancing collaborative problem-solving and strategic learning skills[J].Teachers&Teaching Theory&Practice,2016,(23):1-17.
[13]何亚莉,杨成等.提高远程学习者问题解决能力的网络学习环境设计研究[J].成人教育,2013,33(7):32-35.
[14]胡小勇,李丽娟等.在线环境下学习者协作解决问题的策略研究[J].中国电化教育,2015,(1):44-50.
[16]候冬玲.基于局域网的协作问题解决学习策略研究[J].中国远程教育:综合版,2001,(9):15-17.
[17]Mayne L A,Wu Q.Creating and Measuring Social Presence in Online Graduate Nursing Courses[J].Nursing Education Perspectives,2011,32(2):110-114.
[18]袁建林,刘红云.合作问题解决能力的测评:PISA2015和ATC21S的测量原理透视[J].外国教育研究,2016,(12):45-56.
[19]檀慧玲,李文燕等.国际教育评价项目合作问题解决能力测评:指标框架、评价标准及技术分析[J].电化教育研究,2018,(9):1-5.
[20]蔡慧英,顾小清.协作问题解决学习中干预有效性的影响因素研究[J].电化教育研究,2017,(6):103-110.
[21]王静,陈英和.合作学习小组的认知风格对其问题解决的影响[J].心理发展与教育,2008,24(2):102-107.
[22][44]蔡滢赟.合作问题解决学习环境下团队情感的研究[D].南京:南京邮电大学,2017.
[23]徐先彩,龚少英.学业情绪及其影响因素[J].心理科学进展,2009,17(1):92-97.
[24][55]Pekrun R,Goetz T,Titz W,et al.Academic emotions in students’self-regulated learning and achievement:A program of qualitative and quantitative research[J].Educational Psychologist,2002,37(2):91-105.
[25]Efklides A,Volet S.Emotional experiences during learning:Multiple,situated and dynamic[J].Learning&Instruction,2005,15(5):377-380.
[26]Michalinos Zembylas.Adult learners’emotions in online learning[J].Distance Education,2008,29(1):71-87.
[27][32]詹艺.在职教师在线学业情绪实证研究[D].上海:华东师范大学,2016.
[28]Mandler,G.Affect and Learning:Causes and Consequence of Emotional Interactions[A].D.B.McLeod&V.M.Adams,Affect and Mathematical Problem Solving:A New Perspective[C].New York:Norton,1989.3-19.
[29]Mayer R E.Cognitive,metacognitive,and motivational aspects of problem solving[J].Instructional Science,1998,26(1/2):49-63.
[30]袁建林,刘红云等.数字化测验环境中学生问题解决能力影响因素分析-以PISA 2012为例[J].中国电化教育,2016,(8):74-81.
[31]董妍,俞国良.青少年学业情绪对学业成就的影响[J].心理科学,2010,(4):934-937.
[34]余亮,瞿堃等.协作技能的结构及量表编制[J].电化教育研究,2011,(8):28-34.
[35][45]段锦云,傅强等.情感事件理论的内容、应用及研究展望[J].心理科学进展,2011,19(4):599-607.
[36]吴明隆.结构方程模型--AMOS的操作与应用[M].重庆:重庆大学出版社,2009.54.
[37]Mackinnon D P,Fritz M S,Williams J,et al.Distribution of the product confidence limits for the indirect effect:Program PRODCLIN[J].Behavior Research Methods,2007,39(3):384-389.
[38]龚少英,韩雨丝等.任务价值和学业情绪与网络学习满意度的关系研究[J].电化教育研究,2016,(3):72-77.
[39]Jr A R A,Ii K D J.Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning[J].Internet&Higher Education,2012,15(3):170-175.
[40]郑淑贞,盛群力.社会互赖理论对合作学习设计的启示[J].教育学报,2010,6(6):34-40.
[41]何亚莉.提高研究生问题解决能力的网络学习环境设计研究[D].徐州:江苏师范大学,2013.
[42]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.
[43]孟昭兰.人类情绪[M].上海:上海人民出版社,1989.
[48]李亚丹,马文娟等.竞争与情绪对顿悟的原型启发效应的影响[J].心理学报,2012,44(1):1-13.
[49]Federici,Roger A.Skaalvik,Einar M.Students’Perceptions of Emotional and Instrumental Teacher Support:Relations with Motivational and Emotional Responses[J].International Education Studies,2013,7(1):21-36.
[50]李新宇,雷静.远程学习中教师对学生情感支持的构成--理论和实证研究[J].电化教育研究,2012,(5):57-62.
[51]朱祖林,黄彩虹等.成人在线学业情绪倾向的测度方法研究[J].中国电化教育,2011,(6):55-60.
[52]Kreijns K,Kirschner P A,Jochems W.Identifying the pitfalls for social interaction in computer-supported collaborative learning environments:A review of the research[J].Computers in Human Behavior,2003,19(3):335-353.
[53]陈丽,仝艳蕊.远程学习中社会性交互策略和方法[J].中国远程教育,2006,(8):14-17.
[54]Ekman P,Friesen W V.The Repertoire of Nonverbal Behavior:Categories,Origins,Usage,and Coding[J].Semiotica,1969,1(1):49-98.
[56]Gross J J.Antecedent-and response-focused emotion regulation:divergent consequences for experience,expression,and physiology[J].Journal of Personality&Social Psychology,1998,74(1):224-37.
[57]刘智,杨重阳等.SPOC论坛互动中学习者情绪特征及其与学习效果的关系研究[J].中国电化教育,2018,(4):102-110.
[2]陈婧雅.微课支持的协作问题解决学习研究-过程支持及其活动设计[D].上海:华东师范大学,2015.
[3]梁云真,朱珂等.协作问题解决学习活动促进交互深度的实证研究[J].电化教育研究,2017,(10):87-92.
[4][15][33][47]单美贤.CSCL协作问题解决过程中的学习支持工具研究综述[J].电化教育研究,2015,(1):55-61.
[5]蔡慧英.语义图示工具支持的协作问题解决学习的研究[D].上海:华东师范大学,2016.
[6]OECD,“PISA 2015 collaborative problem-solving framework”,in PISA 2015Assessment and Analytical Framework:Science,Reading,Mathematic,Financial Literacy and Collaborative Problem Solving[EB/OL].https://doi.org/10.1787/9789264281820-8-en,2017-08-31.
[7][11]付强.基于网络的协作问题解决学习活动模式探析[J].现代远距离教育,2005,(5):43-46.
[8][46]马志强,杨好利.问题解决在线协作学习中的角色设计研究[J].现代教育技术,2013,23(9):41-45.
[9]马志强.问题解决在线协作学习中的问题设计研究[J].远程教育杂志,2013,31(3):51-56.
[10][51]单美贤.CSCL合作问题解决过程中情感支持框架探析[J].开放教育研究,2015,(4):99-105.
[12]H?kkinen P,J?rvel?S,M?kitalosiegl K,et al.Preparing teacherstudents for twenty-first-century learning practices(PREP21):a framework for enhancing collaborative problem-solving and strategic learning skills[J].Teachers&Teaching Theory&Practice,2016,(23):1-17.
[13]何亚莉,杨成等.提高远程学习者问题解决能力的网络学习环境设计研究[J].成人教育,2013,33(7):32-35.
[14]胡小勇,李丽娟等.在线环境下学习者协作解决问题的策略研究[J].中国电化教育,2015,(1):44-50.
[16]候冬玲.基于局域网的协作问题解决学习策略研究[J].中国远程教育:综合版,2001,(9):15-17.
[17]Mayne L A,Wu Q.Creating and Measuring Social Presence in Online Graduate Nursing Courses[J].Nursing Education Perspectives,2011,32(2):110-114.
[18]袁建林,刘红云.合作问题解决能力的测评:PISA2015和ATC21S的测量原理透视[J].外国教育研究,2016,(12):45-56.
[19]檀慧玲,李文燕等.国际教育评价项目合作问题解决能力测评:指标框架、评价标准及技术分析[J].电化教育研究,2018,(9):1-5.
[20]蔡慧英,顾小清.协作问题解决学习中干预有效性的影响因素研究[J].电化教育研究,2017,(6):103-110.
[21]王静,陈英和.合作学习小组的认知风格对其问题解决的影响[J].心理发展与教育,2008,24(2):102-107.
[22][44]蔡滢赟.合作问题解决学习环境下团队情感的研究[D].南京:南京邮电大学,2017.
[23]徐先彩,龚少英.学业情绪及其影响因素[J].心理科学进展,2009,17(1):92-97.
[24][55]Pekrun R,Goetz T,Titz W,et al.Academic emotions in students’self-regulated learning and achievement:A program of qualitative and quantitative research[J].Educational Psychologist,2002,37(2):91-105.
[25]Efklides A,Volet S.Emotional experiences during learning:Multiple,situated and dynamic[J].Learning&Instruction,2005,15(5):377-380.
[26]Michalinos Zembylas.Adult learners’emotions in online learning[J].Distance Education,2008,29(1):71-87.
[27][32]詹艺.在职教师在线学业情绪实证研究[D].上海:华东师范大学,2016.
[28]Mandler,G.Affect and Learning:Causes and Consequence of Emotional Interactions[A].D.B.McLeod&V.M.Adams,Affect and Mathematical Problem Solving:A New Perspective[C].New York:Norton,1989.3-19.
[29]Mayer R E.Cognitive,metacognitive,and motivational aspects of problem solving[J].Instructional Science,1998,26(1/2):49-63.
[30]袁建林,刘红云等.数字化测验环境中学生问题解决能力影响因素分析-以PISA 2012为例[J].中国电化教育,2016,(8):74-81.
[31]董妍,俞国良.青少年学业情绪对学业成就的影响[J].心理科学,2010,(4):934-937.
[34]余亮,瞿堃等.协作技能的结构及量表编制[J].电化教育研究,2011,(8):28-34.
[35][45]段锦云,傅强等.情感事件理论的内容、应用及研究展望[J].心理科学进展,2011,19(4):599-607.
[36]吴明隆.结构方程模型--AMOS的操作与应用[M].重庆:重庆大学出版社,2009.54.
[37]Mackinnon D P,Fritz M S,Williams J,et al.Distribution of the product confidence limits for the indirect effect:Program PRODCLIN[J].Behavior Research Methods,2007,39(3):384-389.
[38]龚少英,韩雨丝等.任务价值和学业情绪与网络学习满意度的关系研究[J].电化教育研究,2016,(3):72-77.
[39]Jr A R A,Ii K D J.Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning[J].Internet&Higher Education,2012,15(3):170-175.
[40]郑淑贞,盛群力.社会互赖理论对合作学习设计的启示[J].教育学报,2010,6(6):34-40.
[41]何亚莉.提高研究生问题解决能力的网络学习环境设计研究[D].徐州:江苏师范大学,2013.
[42]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.
[43]孟昭兰.人类情绪[M].上海:上海人民出版社,1989.
[48]李亚丹,马文娟等.竞争与情绪对顿悟的原型启发效应的影响[J].心理学报,2012,44(1):1-13.
[49]Federici,Roger A.Skaalvik,Einar M.Students’Perceptions of Emotional and Instrumental Teacher Support:Relations with Motivational and Emotional Responses[J].International Education Studies,2013,7(1):21-36.
[50]李新宇,雷静.远程学习中教师对学生情感支持的构成--理论和实证研究[J].电化教育研究,2012,(5):57-62.
[51]朱祖林,黄彩虹等.成人在线学业情绪倾向的测度方法研究[J].中国电化教育,2011,(6):55-60.
[52]Kreijns K,Kirschner P A,Jochems W.Identifying the pitfalls for social interaction in computer-supported collaborative learning environments:A review of the research[J].Computers in Human Behavior,2003,19(3):335-353.
[53]陈丽,仝艳蕊.远程学习中社会性交互策略和方法[J].中国远程教育,2006,(8):14-17.
[54]Ekman P,Friesen W V.The Repertoire of Nonverbal Behavior:Categories,Origins,Usage,and Coding[J].Semiotica,1969,1(1):49-98.
[56]Gross J J.Antecedent-and response-focused emotion regulation:divergent consequences for experience,expression,and physiology[J].Journal of Personality&Social Psychology,1998,74(1):224-37.
[57]刘智,杨重阳等.SPOC论坛互动中学习者情绪特征及其与学习效果的关系研究[J].中国电化教育,2018,(4):102-110.