[1]胡 航,董玉琦.技术促进深度学习:“个性化-合作”学习的理论构建与实证研究[J].远程教育杂志,2017,(03):048-61.[doi:10.15881/j.cnki.cn33-1304/g4.2017.03.006]
 Hu Hang,Dong Yuqi.How Technology Promotes Deeper Learning:An Empirical Study and Theories Construction about Personalized—Cooperative Learning[J].Distance Education Journal,2017,(03):048-61.[doi:10.15881/j.cnki.cn33-1304/g4.2017.03.006]
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技术促进深度学习:“个性化-合作”学习的理论构建与实证研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2017年03期
页码:
048-61
栏目:
学习新论
出版日期:
2017-05-15

文章信息/Info

Title:
How Technology Promotes Deeper Learning:An Empirical Study and Theories Construction about Personalized—Cooperative Learning
作者:
胡 航; 董玉琦
1.东北师范大学 教育学部,吉林长春 130024;2.天津职业技术师范大学 信息技术工程学院教育技术系,天津 300222;3.上海师范大学 教育技术系,上海 200234
Author(s):
Hu Hang; Dong Yuqi
1.Faculty of Education, Northeast Normal University, Changchun Jilin, 130024;2. Department of Educational Technology in School of Information Technology and Engineering, Tianjin University of Technology and Education, Tianjin 300222; 3. Department of Educational Technology, Shanghai Normal University, Shanghai 200234.
关键词:
深度学习“个性化—合作”学习实证研究要素结构内涵策略
Keywords:
Deeper learning Personalized-cooperative learning Empirical research Elements Structure Connotation Strategies
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2017.03.006
文献标志码:
A
摘要:
深度学习是教育技术的重要述求之一,其提倡主动性、批判性的有意义学习,要求学习者在真实社会情景和复杂技术环境中通过深度加工知识信息、深度理解复杂概念,主动建构个人知识体系并有效迁移应用到真实情境中以解决复杂问题,最终促进学习者高阶思维能力的发展。针对课堂教学中深度学习的需要,在“技术怎样促进学习”的多变量探索实验基础上,设计了M—C—I—L四类课堂,进行“个性化—合作”学习(PCL)单变量验证性实验,得出了以下结论:一是学业成绩,包含三方面:①L课堂的学业成绩提升幅度最大,学习者差异最小;②学优生成绩保持率同结论①;③L课堂中对学困生的提升幅度最大,学优生最小;而其他三类课堂都是对学中生提升幅度最大,学困生最小。二是学习者互赖关系(LIR),L课堂中LIR与学业成绩、人际吸引力、社会支持和学习者自尊4个变量的效应量均高于其他课堂,达到显著水平。三是学习者对学习方式的反馈,包含五方面:①学生对PCL小组结构总体满意;② PCL学习方式受到大部分学习者赞同;③多向交互受到学习者的认可;④学习者希望教师深度参与到PCL学习过程;⑤学习者对多个学科中应用PCL充满期待。四是理论构建,包含四方面:①分析了PCL的六大要素及其关系;②归纳出PCL学习活动的五种结构;③得出了PCL的设计原型、内涵与模式;④提出了PCL的实施策略。
Abstract:
Deeper learning is one of the important requirements of educational technology. It advocates active,critical and meaningful learning, and requires learners to make deep processing of knowledge and information, understand the complex concepts in depth and solve complex problems in real social situations and complex technical environment, and ultimately promote the development of high-level thinking ability of learners. Based on the multivariate exploratory experiment “How technology promote to learning” , the study made the single variable experiment “personalized-cooperative learning”(PCL) about M-C-I-L classes. The paper draw the following conclusion: the first is the academic achievement promotion, mainly includes the following three aspects: ①the L class’ academic performance increase maximum, learner differences minimum;②the students’ score is the same to ①; ③the L class lifted maximum for the difficulty ,and minimum for the excellent, while the other three classes is the largest for the middle, and smallest for the difficulty . The second is from the perspective of learner interdependence relation (LIR), the effects of LIR and academic achievement, interpersonal attraction; social support and self esteem on in the L class are higher than those in other classes, and the significant level. The third is the learners’ feedback on learning style, mainly includes the following five aspects: ①the students are satisfied with the structure of PCL group overall; ② the majority of learners agree with the PCL way;③the learners like multiple-interactive; ④the learners hope teachers are deeply involved in the PCL learning process; ⑤the learner is full of expectations the application of PCL in multiple disciplines. The forth is the theories construction, mainly includes the following four aspects:① analyzed the six elements and the relationship;②summed up five kinds of structure of learning activities;③summed up the design prototype, connotation and mode of the PCL;④put forward the implementation strategy of PCL.

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备注/Memo

备注/Memo:
基金项目:本文系2015年度教育部人文社会科学研究青年基金项目“基于移动智能终端的学习设计及干预研究”(项目编号:15YJCZH064)研究成果。
更新日期/Last Update: 2017-05-15