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篇名 认知冲突管理对合作学习质量的影响研究
並列篇名 Study on Impacts of Cognitive Conflict Management on the Quality of Cooperative Learning
作者 张冬梅(Zhang Dongmei) 、王陆(Wang Lu)
中文摘要 知识建构层级水平是反应合作学习开展质量的重要标准,而认知冲突管理则是学生形成良好认知结构、推进知识建构深层级发展的契机与动力。为了探究认知冲突管理对合作学习开展质量的影响,该文采用内容分析法、统计分析法以及归纳推理法等研究方法,以靠谱COP项目146节小组合作学习课程为数据依托进行了深入分析,研究结果表明:当前小学课堂合作学习活动质量普遍较低,知识建构绝大多数处于第一层级,即信息分享层,严重缺乏更深层级的知识建构;同时组内成员之间很少有认知冲突发生,认知冲突管理过程普遍不完整或不理想,难以达成群体的知识建构;小组合作学习活动中,有效的认知冲突管理是促进学生达成群体知识建构的重要调节变量,对于学习者不断更新完善自身认知结构,积极主动达成群体建构具备十分重要的意义。最后,针对上述研究结果,该文从认知冲突角度提出了促进合作学习知识建构层级提升、改善合作学习质量的方法与策略,以期为小学课堂合作学习的实施提供一定优化途径。
英文摘要 The level of knowledge construction marks an important criterion for the quality of cooperative learning, whereas cognitive conflict management is both an opportunity and motivation for students to construct good cognitive structures and promote the deep development of knowledge construction. In order to investigate the impacts of cognitive conflict management on the quality of cooperative learning, this research has employed the methods of content analysis, statistical analysis, and inductive reasoning to conduct an in-depth analysis, on the basis of data in terms of 146 cooperative learning lessons in the COP project. The results show that the quality of current cooperative learning activities in elementary classrooms is poor by and large, with the majority of knowledge constructs at the first level, i.e., the information sharing level, and data on constructions at deeper level is far from being sufficient. Meanwhile, there are few cognitive conflicts among group members, while the cognitive conflict management process is basically incomplete or unsatisfactory, which renders it difficult to achieve group construction. In the group cooperative learning activities, as a matter of fact, effective cognitive conflict management is a significant regulating variable to achieve students’ group knowledge construction, and hence, it is of great importance for learners to continuously update and enhance their own cognitive structures and actively achieve group construction in this regard. Finally, in view of the above research results, this article proposes methods and strategies to promote the level of knowledge construction of cooperative learning and improve the quality of cooperative learning from the perspective of cognitive conflict, in order to provide some optimization ways for the implementation of cooperative learning in primary schools.
頁次 131-136
關鍵詞 认知冲突管理 合作学习 知识建构 cognitive conflict management cooperative learning knowledge construction CSSCI
卷期 416
日期 202109
刊名 中國電化教育
出版單位 中國電化教育雜誌社