涟漪拓展探究法——一种在线深度协作知识建构的学习策略探索
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摘要
在线协作知识建构是促进在线学习和知识创造的重要学习方式,然而浅层知识建构繁多和深度知识建构难以持续的问题一直阻碍着它的有效实施。为实现在线深度协作知识建构的连续统发展,基于社会建构主义理论、社会系统理论和自组织理论构建了"涟漪拓展探究法"理论模型。模型以投石入水产生的涟漪现象隐喻深度知识建构的连续统发展状态,包括学习环境、行为组织、监控评价和知识创造等要素。"石"隐喻问题创设,涉及学习内容与问题的转换与生成,决定着知识建构的初始深度和学习动力;"落水点"隐喻问题创建的时机、情境和节点;"涟漪"隐喻知识建构的范围、深度和连续统发展。涟漪拓展探究法的探索以"数课"平台为实践场域,采用基于设计的研究方法,通过三轮实验迭代改进了模型的问题连续统设计和学习支架,最终形成了一种以问题解决为导向、学习支架为支撑、行为组织为保障的促进在线深度协作知识建构连续统发展的涟漪拓展探究法策略。
Online collaborative knowledge building is an important way to promote online learning and knowledge creation. However, its effective implementation has always been hindered by the problems of numerous superficial knowledge constructions and unsustainable deep knowledge building. In order to realize the continuous development of online deep collaborative knowledge building, ripple expansion inquiry method, a theoretical model, is constructed based on social constructivism theory, social system theory and self-organization theory. That model is a metaphor for the continuum development of deep knowledge building, including learning environment, behavior organization, monitoring and evaluation, and knowledge creation. "Stone" metaphorically refers to the design of the problems, involving the transformation and generation of learning content and problems, which determines the initial depth and learning motivation of knowledge construction. The "falling point" metaphors the opportunity, situation and node of problem creation, while the "ripple" metaphors the scope, depth and continuum development of knowledge construction. This study adopts the design-based research method to examine the model on Shu Ke platform. After three rounds of experimental iteration, the design of the problem continuum and learning framework of the model have been improved. Finally, strategies of ripple expansion inquiry, which is oriented by problem solving, supported by learning scaffolds and guaranteed by behavior organization,are formed to promote the continuum development of online deep collaborative knowledge building.
Online collaborative knowledge building is an important way to promote online learning and knowledge creation. However, its effective implementation has always been hindered by the problems of numerous superficial knowledge constructions and unsustainable deep knowledge building. In order to realize the continuous development of online deep collaborative knowledge building, ripple expansion inquiry method, a theoretical model, is constructed based on social constructivism theory, social system theory and self-organization theory. That model is a metaphor for the continuum development of deep knowledge building, including learning environment, behavior organization, monitoring and evaluation, and knowledge creation. "Stone" metaphorically refers to the design of the problems, involving the transformation and generation of learning content and problems, which determines the initial depth and learning motivation of knowledge construction. The "falling point" metaphors the opportunity, situation and node of problem creation, while the "ripple" metaphors the scope, depth and continuum development of knowledge construction. This study adopts the design-based research method to examine the model on Shu Ke platform. After three rounds of experimental iteration, the design of the problem continuum and learning framework of the model have been improved. Finally, strategies of ripple expansion inquiry, which is oriented by problem solving, supported by learning scaffolds and guaranteed by behavior organization,are formed to promote the continuum development of online deep collaborative knowledge building.
引文
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[16]梁文鑫,余胜泉.基于设计的研究的过程与特征[J].电化教育研究,2006(7):19-21.
[17]HONG H Y,SCARDAMALIA M,MESSINA R.Fostering sustained idea improvement with principle-based knowledge building analytic tools[J].Computers&education,2015(9):91-102.
[18]TSAI P S,CHAI C S,HONG H Y. Students'conceptions of and approaches to knowledge building and its relationship to learning outcomes[J].Interactive learning environments,2016(6):1-13.
[19]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(4):408-416.
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[21]郭炯,郭雨涵.学习支架支持的批判性思维培养模型应用研究[J].电化教育研究,2015(10):98-105.
[22]MARTIN H,MARION M,BERGER R. Cross-age tutoring:how to promote tutees'active knowledge-building[J].Educational psychology,2018(3):1-12.
[23]毛刚.学习分析作为元认知反思支架的效能研究[J].电化教育研究,2018(9):22-27.
[2]SCARDAMALIA M,BEREITER C.Encyclopedia of education[M].New York:Macmillan Reference USA,2002:1370-1373.
[3]GUNAWARDENA A,ANDERSON T.Analysis of 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(4):397-431.
[4]STAHL G. A model of collaborative knowledge-building[C]//FISHMAN B. Fourth International Conference of the Learning Sciences.Massachusetts:MIT Press,2000:70-77.
[5]谢幼如,宋乃庆,刘鸣.基于网络的协作知识建构及其共同体的分析研究[J].电化教育研究,2008(4):38-42.
[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.
[7]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):38-39.
[8]张义兵,孙俊梅.基于知识建构的同伴互评教学实践研究[J].电化教育研究,2018(7):108-113.
[9]GAN Y,ZHU Z.A learning framework for knowledge building and collective wisdom advancement in virtual learning communities[J].Educational technology&society,2007(1):206-226.
[10]陈鹏宇,冯晓英,孙洪涛,陈丽.在线学习环境中学习行为对知识建构的影响[J].中国电化教育,2015(8):59-63.
[11]高宣扬.卢曼社会系统理论与现代性[M].北京:中国人民大学出版社,2010:35-38.
[12]湛垦华,沈小峰.普利高津与耗散结构理论[M].西安:陕西西安科技出版社:1982:117-118.
[13]胡金星.产业融合的内在机制研究[D].上海:复旦大学,2007:17.
[14]LIN F, CAROL K K. Examining the role of computer-supported knowledge-building discourse in epistemic and conceptual understanding[J]. Journal of computer assisted learning,2018(5):567-579.
[15]HUNG W. The 3C3R model:a conceptual framework for designing problems in PBL[J]. Interdisciplinary journal of problem-based learning,2006(1):55-77.
[16]梁文鑫,余胜泉.基于设计的研究的过程与特征[J].电化教育研究,2006(7):19-21.
[17]HONG H Y,SCARDAMALIA M,MESSINA R.Fostering sustained idea improvement with principle-based knowledge building analytic tools[J].Computers&education,2015(9):91-102.
[18]TSAI P S,CHAI C S,HONG H Y. Students'conceptions of and approaches to knowledge building and its relationship to learning outcomes[J].Interactive learning environments,2016(6):1-13.
[19]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(4):408-416.
[20]PAUL R W,NOSICH G M. A model for the national assessment of higher order thinking[EB/OL].(1993-05-11)[2019-01-05].http://www.criticalthinking.org/pages/a-model-for-the-national-assessment-of-higher-order-thinking/591.
[21]郭炯,郭雨涵.学习支架支持的批判性思维培养模型应用研究[J].电化教育研究,2015(10):98-105.
[22]MARTIN H,MARION M,BERGER R. Cross-age tutoring:how to promote tutees'active knowledge-building[J].Educational psychology,2018(3):1-12.
[23]毛刚.学习分析作为元认知反思支架的效能研究[J].电化教育研究,2018(9):22-27.
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