«上一篇/Previous Article|本期目录/Table of Contents|下一篇/Next Article»

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

卷:

期数:

2020年06期

页码:

073-85

栏目:

学习新论

出版日期:

2020-11-22

文章信息/Info

Title:

Teacher Interventions in Shared Regulated Learning: The Perspective of QCA

作者:

陈向东； 刘冠群

华东师范大学 教育学部 教育信息技术学系，上海 200062

Author(s):

Chen Xiangdong； Liu Guanqun

Department of Education Information Technology, East China Normal University, Shanghai 200062

关键词:

共享调节学习; 干预; 定性比较分析; 滞后序列分析; 综合实践活动

Keywords:

Socially Shared-regulated Learning;  Intervention;  Qualitative Comparison Analysis;  Lag Sequence Analysis;  Comprehensive Practical Activities

分类号:

G420

DOI:

10.15881/j.cnki.cn33-1304/g4.2020.06.008

文献标志码:

A

摘要:

越来越多的研究表明，在许多共享调节学习的场景中，教师需要为学生的共享调节提供动态干预。目前共享调节的研究聚焦内部调节行为产生和演变的影响因素，对教师角色缺少必要的关注。为此，需要借鉴传统CSCL教师干预的研究视角，将教师干预内容、过程以及作用机制纳入共享调节学习研究与实践的范畴。为了解共享调节学习中教师干预的作用路径与影响机制，研究团队针对上海市某小学三年级两个班级的综合实践活动，以定性比较分析为主线，通过对活动过程中的学生过程记录、访谈记录等材料进行内容分析、聚类分析和滞后序列分析，来探讨共享调节活动中教师干预的内容、序列特征以及教师干预风格对不同类型学习小组的影响。研究结果表明：促进认知、调节情感、推动社交和组织依旧是共享调节学习中教师干预的主要内容，它们在任务理解、计划、监控等共享调节不同阶段起着不同的作用；教师干预对共享调节的影响并不是线性叠加的，学习者初始调节水平、任务理解水平、监控反思类型是重要的触发因素，各类因素的作用并不是对称的；对于初始水平较低的小组，“预设”型教师干预风格更有助于其共享调节水平的提高，而“生成”型教师干预风格的作用依赖于小组初始共享调节水平与小组监控反思类型；监控存在于所有作用路径中，因此教师应着重关注共享监控的引导。以QCA的视角对共享调节学习中的教师干预进行研究，有助于在微观层面挖掘不同因素作用于共享调节学习的多重并发路径，发现和检验其中的因果结构，相应的发现可以为教师开展共享调节学习实践提供策略支持，研究个案也可以为综合实践活动的指导与评价提供示范案例。

Abstract:

The current research on shared regulated learning focuses on the factors that influencing the occurrence and evolution of regulatory behavior, while the external intervention, especially teacher intervention is being neglected. Therefore, it is necessary for shared regulated learning to research the content, process feature and mechanism of teacher intervention referring to traditional CSCL. In order to understand the content, role and influencing mechanism of teacher intervention in shared regulated learning, the essay adopted the qualitative comparative analysis, the content analysis, cluster analysis and lag sequence analysis for two classes (3th grade) from a primary school in Shanghai. Results show that: Firstly, cognitive intervention, affective intervention, social intervention, and organizational intervention are still the main content of teacher intervention in shared regulated learning, which play different roles at different process; Secondly, the influence of teacher intervention on shared regulation is not linearly superimposed, while learner’s initial shared regulation level, task perception level, monitoring and reflection type are all the important triggers. And these factors can combine into multiple concurrent paths. For groups with low initial levels, the teacher intervention with "preset" style is more helpful to improve the level of shared regulation, and the "generating" style depends on the level of group shared regulation and the type of group monitoring and reflection; Lastly, the monitoring exists in all paths. So, the guidance of shared monitoring is vital for teachers. The research helps to dig out the multiple concurrent paths of different factors to shared-regulated learning from the micro-view. And the findings can provide strategic support for teachers to carry out shared-regulated learning practices. In addition, the case in the essay can also be used as demonstration for the guidance and evaluation of comprehensive practical activities.

备注/Memo

备注/Memo:

基金项目：本文系上海市哲学社会科学规划教育学一般项目“基于共享调节的社会性阅读：理论建构与课堂实践”（项目编号:A2008）的阶段性成果。

常用功能

更新日期/Last Update: 1900-01-01