摘要
协作知识建构是实现知识创新的重要途径,然而,在场无建构、建构无深度和深度难持续的现象是翻转课堂面临的主要挑战,原因在于学习者的经验知识匮乏、概念建构乏力和持续动力不足。为此,研究基于经验之塔理论和认知冲突理论提出了经验认知冲突探究法,它包括经验生成系统、个体认知冲突系统、集体认知冲突系统和知识建构系统。采用基于设计的研究方法,通过三轮迭代实验逐步改进了评价权重、问题设计和学习支架,最终形成了一种翻转课堂模式下的深度协作知识建构策略。研究结果表明,经验认知冲突探究法消解了以微视频为主的经验学习模式的局限性,提供了多元化经验生成方式,建立了以问题嵌入驱动个体、小组和集体认知冲突的基本方法,开发的学习支架能够促进学习者进行深度协作知识建构的连续统发展。
It is an important way for collaborative knowledge building to achieve knowledge innovation.However,the main challenges faced by flipped classroom are the absence of construction,the lack of the depth in construction,and the unsustainability of depth,which lie in learners'lack of experiential knowledge,conceptual construction and sustained motivation.Therefore,the empirical cognitive conflict inquiry method is proposed based on the experience tower theory and cognitive conflict theory,which includes the experience generation system,individual cognitive conflict system,collective cognitive conflict system and knowledge building system.Based on the design-based research,the evaluation weight,problem design and learning scaffold are gradually improved through three rounds of iterative experiments,and finally strategies for deep collaborative knowledge construction are formed for flipped classroom.The research results show that method dispels the limitations in micro video-based experiential learning mode,provides a diversified experience generation mode,and establishes a basic approach to drive individual,group and collective cognitive conflicts with problem embedding.And the learning scaffold is designed to promote the continuous development of learners'deep collaborative knowledge building.
作者
李海峰
王炜
LI Haifeng;WANG Wei(School of Educational Science,Xinjiang Normal University,Wulumuqi Xinjiang 830017)
出处
《电化教育研究》
CSSCI
北大核心
2020年第1期99-106,121,共9页
E-education Research
基金
全国教育科学“十三五”规划2018年度教育部重点课题“在线协作知识建构的深度汇谈机制研究”(课题编号：DCA180324)
关键词
经验认知冲突探究法
在线协作知识建构
基于设计的研究
翻转课堂
学习策略
Experiential Cognitive Conflict Exploration Method
Online Collaborative Knowledge Building
Design-based Research
Flipping Classroom
Learning Strategy
