大学合作学习中教师参与度对学习效果的影响研究*

 

霍淑婷  高 勇  赵 颖

 

(北京师范大学 教育技术学院, 北京100875

 

【摘要】合作学习的理念和形式被大学教师广泛认同和采用。然而,大学教学中教师应该如何有效地组织合作学习,以怎样的身份参与到合作学习过程中存在疑问。本研究采用基于IIS图的信息流分析方法对三个教师参与情况不同的合作学习小组进行个案研究,发现教师完全参与的合作学习小组,学生学习深入、讨论聚焦、效果好。在教师作为管理者参与的小组,教师抑制了成员的自由发挥,学生学习不深入,讨论不聚焦;而教师不参与的小组,学生学习深度一般,讨论聚焦程度较差。据此研究者认为,大学教师组织合作学习时应更多地参与学习过程,并针对合作学习过程给出利于合作进行、知识建构的操作性指导。

【关键词】合作学习;知识建模;IIS图;学习效果

【中图分类号】G441

【文献标识码】A

【文章编号】1007-2179201001-0100-07

【作者简介】霍淑婷,高勇,赵颖均为北京师范大学教育技术学院在读本科生(huoshuting@gmail.com) 

*基金项目:本文系北京师范大学《不同形式指导介入对大学生合作学习行为影响对比研究》(课题编号:2008175)项目阶段性成果。

 

Role of Teacher Participation on the Effects of Cooperative Learning

 

HUO Shuting, GAO Yong &ZHAO Ying

 

(School of Education Technology, Beijing Normal University, Beijing 100875,China)

 

Abstract: The idea of cooperative learning has been widely adopted and constantly applied by college teachers. Yet the design of such learning and the role of teachers remain as questions to be answered. This research implemented a case study of three cooperative learning groups, in each of which the teacher played a different role, using a method of information flow analysis based on an Instruction Information System (IIS) map.  The result shows that the group in which the teacher played the role of an ordinary student covered more knowledge during discussions, and the group focused better on the topic than the other two groups. The group in which teacher acted as an organizer covered fewer knowledge points and did not have the same kind of focus on the topic. The group without participation from the teacher covered knowledge points on a median level but did not focus on the topic. Based on the results, it is suggested that teachers when apply cooperative learning in college class should participate in learning process in depth and give operative instructions to facilitate cooperation and knowledge construction.

Key words: cooperative learning knowledge modeling IIS map learning effect

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