[1]蔡慧英,顾小清.语义图示工具影响课堂学习生态的研究[J].远程教育杂志,2018,(01):089-96.[doi:10.15881/j.cnki.cn33-1304/g4.2018.01.009]
 Cai Huiying,Gu Xiaoqing.The Research of How Semantic Diagram Tool Transform Classroom Ecology[J].Distance Education Journal,2018,(01):089-96.[doi:10.15881/j.cnki.cn33-1304/g4.2018.01.009]
点击复制

语义图示工具影响课堂学习生态的研究()
分享到:

《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2018年01期
页码:
089-96
栏目:
学习新论
出版日期:
2018-01-11

文章信息/Info

Title:
The Research of How Semantic Diagram Tool Transform Classroom Ecology
作者:
蔡慧英; 顾小清
1.江南大学 教育信息化研究中心,江苏无锡 214122;2.华东师范大学 教育信息技术系,上海 200062
Author(s):
Cai Huiying; Gu Xiaoqing
1. Research Center of Educational Informatization, Jiangnan University, Jiangsu Wuxi 214122;2. Department of Education Information Technology, East China Normal University, Shanghai 200062
关键词:
协作问题解决话语分析课堂视频分析可视化学习技术学习科学学习技术
Keywords:
Collaborative Problem Solving Discourse Analysis Classroom Video Analysis Visualization Learning Tool Learning Science Learning Technology
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2018.01.009
文献标志码:
A
摘要:
利用学习技术变革课堂学习生态是学习科学研究领域的核心议题。从理论上看,作为可视化学习技术的典型代表,语义图示工具具备变革课堂学习生态的潜质。为了论证这一观点,通过设计并实施两个学习实验,分别探究了语义图示工具对学习过程中师生交互以及小组交互过程产生了何种影响。在对实验中课堂视频和小组对话的编码分析中,可以发现,在课堂中整合语义图示工具可以让教师从知识传授的角色中脱离出来,更大概率地发挥教学促进者的作用;可以让小组学习者在有限的学习时间里更大概率地投入到更能引发有效学习的学习活动中,从而实现课堂学习生态的转变。这对语义图示工具在教师专业发展、学习技术设计等方面的后续研究具有指导和借鉴意义。
Abstract:
How to use learning technology transform the classroom ecology is one of the key issue in the research field of learning science. From the theoretical perspective, semantic diagram tool, acting as a typical visualization learning tool, has the high possibility to transform the classroom ecology. In order to testify the claim, two learning experiments were designed and implemented to investigate how semantic diagram tool mediated the teacher-student interaction and group interaction. After analyzing the classroom video and group discourse data, it is found that semantic diagram tool can make the classroom ecology changed in the two way. It not only can make the role of teacher change from knowledge transfer into knowledge promoter with a high possibility. It also can make group learners engaged into more cognitive-demanding learning activity with a high possibility. Based on the findings, the direction of future researches, such as teacher development, the design of learning technology, are discussed in the end.

备注/Memo

备注/Memo:
基金项目:本文系2017年度教育部人文社会科学研究规划青年基金项目“在STEM课程中设计图示化支架提升协作问题解决能力的实证研究”(项目编号:17YJC880001)的科研成果;受中央高校基本科研业务费专项资金资助(JUSRP11768)。
更新日期/Last Update: 2018-01-17