协作学习具有明确的阶段性吗*

 

郑兰琴  杨开城

 

(北京师范大学知识工程研究中心,北京100875

 

【摘要】在协作学习领域,对交互过程的分析一直是研究的热点。近年来,不少研究者认为协作学习的交互过程可以分为特定的几个阶段,如提问、陈述、反思、评论、引证等。他们把交互过程看成是一系列有意图的交互行为,以言语行为理论为基础,以交互行为为基本分析单位,把交互过程编码成不同的阶段以此判断交互的效果。然而对行为进行编码是很困难的,因为行为人的目的是内隐的、无法客观判定的,因此这种研究得出的结论也必然由于具有强烈的主观性和独断性而丧失实践意义。本研究把协作学习系统看成是信息系统,采用IIS图分析法来分析协作学习的交互过程,结果发现不同的时间段之间在信息流动方面并没有明显的不同。因此本文认为,协作学习的过程不具备所谓的阶段论特征。

【关键词】协作学习; 阶段论;交互分析;信息流

【中图分类号】G426

【文献标识码】A

【文章编号】1007-2179(2011)05-0067-06

【作者简介】郑兰琴:助研,在读博士生,北京师范大学知识工程研究中心(bnuzhenglq@bnu.edu.cn);杨开城,教授,北京师范大学知识工程研究中心。

*基金项目: 本文系全国教育科学“十二五”规划2011年度教育部青年项目“基于信息流的面对面协作学习交互分析方法的研究”(编号:ECA110330)研究成果之一,并受中央高校基本科研业务费专项资金资助。

 

 

Are There Distinctive Phases in Collaborative Learning?

 

ZHENG Lanqin & YANG Kaicheng

 

(R&D Center for Knowledge Engineering, Beijing Normal University, Beijing 100875, China)

 

Abstract: The analysis of interaction process is a central issue in the study of collaborative learning. Lately, many researchers categorize interaction process into distinctive phases such as questions, statements, reflections, engaging comments, and quotations. They took the interaction process as the series of intentional actions and coded into different phases based on the theory of speech act. In fact, it can be challenging to code actions objectively because of the implicit nature of human intentions. Therefore, the conclusions tend to be arbitrary and cannot be applied in real practice. This study treats collaborative learning as the information system and uses IIS-Map-Based analysis method to analyze the interaction process. The study finds that there are no obvious differences in information flows in different periods of time. It therefore concludes that there were no distinctive phases in collaborative learning.

Key words: collaborative learning; definite phases; interaction analysis; information flows

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