摘要
文章通过混合合作学习教学实验和问卷调查,分析了学习者积极互赖、自主学习能力和混合合作学习满意度之间的交互作用。结果显示:学习者积极互赖和自主学习能力相关关联、相互作用;与目标互赖相比,资源互赖和自主学习能力、尤其是评价自主之间的交互作用更为显著;积极互赖和自主学习能力是混合合作学习满意度的有效预测变量,但自主学习能力、尤其是策略自主的预测作用更为显著。最后,文章将混合合作学习的特征总结为"目标驱动、资源促成、评价保障、策略先行",并提出了提升混合合作学习有效性的建议。
The reciprocal action among learners＇ positive interdependence, autonomous learning ability and the satisfaction of blended cooperative learning was analyzed through the techniques of teaching experiment and questionnaire survey. The results shown that there was an interactive relationship existing between learners＇ positive interdependence and autonomous learning ability. But compared with goal inter dependence, the reciprocal action between resource interdependence and autonomous learning ability, especially among the evaluation autonomy, was more remarkable. The learners＇ positive interdependence and autonomous learning ability were the powerful predictors for the satisfaction of blended cooperative learning. While the predictive effect of autonomous learning ability, especially the strategy autonomy, was more stronger. Finally, this paper summarized the characteristic of blended cooperative learning as ＂goal-driven, resource-enabled, assessment-guaranteed, strategy-initiated＂ and offered some suggestions to improve the effectiveness of blended cooperative leaming.
作者
章木林
ZItANG Mu-lin(College of Foreign Languages, Wuhan University of Science and Technology, Wuhan, Hubel China 430081)
出处
《现代教育技术》
CSSCI
2016年第12期86-92,共7页
Modern Educational Technology
基金
全国高校外语教学科研项目"翻转慕课在大学英语后续课程教学中的应用研究"(项目编号:2014HB0010A)
湖北省教育科学"十二五"规划课题"非英语专业大学生英语网络自主学习模式﹑效果及影响因素研究"(项目编号:2014B107)
"慕课时代大学英语课程建设与语言自主学习中心定位--基于外语信息资源的整合"(项目编号:2014B108)的阶段性研究成果
关键词
混合合作学习
积极互赖
自主学习能力
满意度
blended cooperative learning
positive interdependence
autonomous learning ability
satisfaction
