摘要
现有在线协作学习效果影响因素的研究,较少探讨任务难度与知识建构之间的关系。为探究两者间的内在联系并拓宽现有研究,文章采用内容分析法,从横向维度的整体、个人、知识建构各阶段及纵向维度的协作不同时期出发。研究发现:在线协作学习中,学习任务对应知识建构水平由高到低依次为:较困难任务>容易任务>很容易任务>很困难任务;并为教师在线教学提出建议,为在线协作学习质量的提升、深度学习的有效实施提供了参考。
Existing researches on the influencing factors of online collaborative learning effect seldom dis⁃cuss the relationship between task difficulty and knowledge construction.In order to explore the internal rela⁃tionship between them and broaden the existing researches, this paper adopted the content analysis method, starting from the stages of the whole, individual and knowledge construction in the horizontal dimension and the different stages of the cooperation in the vertical dimension.The results show that in online collaborative learn⁃ing the level of knowledge construction corresponding to learning, tasks in descending order is: more difficult task>easy task>very easy task>very difficult task;It also provides suggestions for teachers'online teaching, and provides references for improving the quality of online collaborative learning and effectively implemen⁃ting deep learning.
作者
邓敏杰
杨雅婷
DENG Minjie;YANG Yating(Faculty of Education, Henan Normal University,Xinxiang 453007 China;Faculty of Artificial Intelligence in Education, Central China Normal University,Wuhan 430079 China)
出处
《高等理科教育》
2023年第5期78-86,共9页
Higher Education of Sciences
基金
河南省高校人文社会科学研究一般项目“信息化环境下具身学习机理及发展路径研究”(项目编号:2022-ZZJH-186)
河南省教师教育课程改革研究项目“职前教师智慧教学素养的具身培育研究与实践”(项目编号:2022-JSJYYB-005)
河南省高等学校重点科研项目“智慧教育背景下协作式具身学习实施机制与策略研究”(项目编号:23A880004)。
关键词
在线协作学习
学习任务
任务难度
知识建构
online collaborative learning
learning tasks
task difficulty
knowledge construction
