[1]陈向东,胡优立,张 蕾.共享调节学习中的群体感知:作用与机制[J].远程教育杂志,2021,(05):034-44.[doi:10.15881/j.cnki.cn33-1304/g4.2021.05.004]
 Chen Xiangdong,Hu Youli,Zhang Lei.The Role of Group Awareness in Shared Regulation Learning: Function and Mechanism[J].Distance Education Journal,2021,(05):034-44.[doi:10.15881/j.cnki.cn33-1304/g4.2021.05.004]
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共享调节学习中的群体感知:作用与机制()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2021年05期
页码:
034-44
栏目:
前沿探索
出版日期:
2021-09-25

文章信息/Info

Title:
The Role of Group Awareness in Shared Regulation Learning: Function and Mechanism
作者:
陈向东; 胡优立; 张 蕾
1.华东师范大学 教育学部 教育信息技术学系,上海 200062;2.上海外国语大学 教务处 上海 201620
Author(s):
Chen Xiangdong; Hu Youli; Zhang Lei
1.Department of Educational Information Technology, Faculty of Education, East China Normal University, Shanghai, 200062;2. Office of Academic Affairs, Shanghai International Studies University, Shanghai, 201620
关键词:
共享调节群体感知协作学习
Keywords:
Shared Regulation Group Awareness Collaborative Learning
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2021.05.004
文献标志码:
A
摘要:
越来越多的研究表明,协作过程中的群体感知对于共享调节学习至关重要。团体成员挖掘、跟踪、感知整个团队的协作进展,基于这些信息提供诊断和干预,可以在很大程度上提高学习主动性和协作有效性。根据共享调节学习的特征,通过分析共享调节不同阶段所需的感知信息,构建了群体感知的应用框架。基于该框架,以上海市闵行区某学校两个班级学生的阅读活动为研究对象,利用视频内容分析、滞后序列分析等方法,通过对两个个案在调节活动类型、共享调节内容维度、共享调节过程几个方面的对比分析,探究群体感知对共享调节的内在作用与机制。个案分析结果表明:基于该应用框架,群体感知能够激发学习者产生更多的调节行为,尤其是共享调节;实验班在认知、元认知、动机和情感三个维度的调节频次均高于对照班,在元认知维度最为明显;群体感知信息对学生的共享调节具有很好的提示作用。总体而言,研究从群体感知的维度拓展了共享调节学习的理论视角,构建的应用框架可以为共享调节支架、工具以及相应干预策略的开发提供支撑。
Abstract:
More studies have shown that group perception in the process of collaboration is essential for shared regulatory learning. Group members excavate, track, and perceive the collaborative process of the entire team, and provide diagnosis and intervention based on this information, which can greatly improve learning initiative and collaboration effectiveness. According to the characteristics of shared regulation learning, this paper analyzes the awareness information needed in different stages of shared regulation, and constructs an application framework for group awareness. Based on this framework, taking the reading activities of two classes of students in a school in Minhang District of Shanghai as the research object, using the methods of video content analysis and lag sequence analysis, this paper explores the intrinsic function and mechanism of group awareness on shared regulation through a comparative analysis of these two cases in terms of types of regulation activities, shared regulation content dimensions, and shared regulation processes. The case shows that: Based on the application framework, group awareness can stimulate learners to produce more regulation behaviors, especially shared regulation; the regulation frequency of the experimental class is higher than that of the control class in dimensions of cognition, metacognition, and motivation and emotion, especially inin the metacognition dimension; group awareness information has apositive prompting effect on students’ shared regulation. This study expands the theoretical perspective of shared regulation learning from the perspective of group awareness, and the application framework can provide a basis for the development of scaffolds, tools, and corresponding intervention strategies for shared regulation.

相似文献/References:

[1]陈向东,罗 淳,张江翔.共享调节:一种新的协作学习研究与实践框架[J].远程教育杂志,2019,(01):062.
 Chen Xiangdong,Luo Chun,ZhangJiangxiang.Shared Regulation: A New Research and Practice Framework for Collaborative Learning[J].Distance Education Journal,2019,(05):062.
[2]王 靖,崔 鑫.如何支持与评价协作学习中的共享调节?——基于2007-2020年国内外共享调节研究的系统性文献综述[J].远程教育杂志,2020,(06):086.[doi:10.15881/j.cnki.cn33-1304/g4.2020.06.009]
 Wang Jing,Cui Xin.How to Support and Evaluate Socially Shared Regulation in Collaborative Learning: A Systematic Literature Review of Socially Shared Regulation Studies at Home and Abroad from 2007 to 2020[J].Distance Education Journal,2020,(05):086.[doi:10.15881/j.cnki.cn33-1304/g4.2020.06.009]
[3]周春红,陈向东.教师协作中的集体效能感:共享调节的视角[J].远程教育杂志,2021,(02):072.[doi:10.15881/j.cnki.cn33-1304/g4.2021.02.008]
 Zhou Chunhong,Chen Xiangdong.Collective Efficacy in Teacher Collaboration : A Perspective of Socially Shared Regulation[J].Distance Education Journal,2021,(05):072.[doi:10.15881/j.cnki.cn33-1304/g4.2021.02.008]
[4]陈向东,张 蕾,陈佳雯.基于社会网络分析(SNA)的共享调节学习评价:概念框架与解释案例[J].远程教育杂志,2020,(02):056.[doi:10.15881/j.cnki.cn33-1304/g4.2020.02.006]
 Chen Xiangdong,Zhang Lei,Chen Jiawen.SNA-based Evaluation of Socially Shared Regulation Learning: Conceptual Framework and Explanation Case[J].Distance Education Journal,2020,(05):056.[doi:10.15881/j.cnki.cn33-1304/g4.2020.02.006]

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。
更新日期/Last Update: 1900-01-01