团队学习的整合系统模型——基于复杂动态系统范式的国外研究成果整合性研究

Integrated Systematic Model of Team-based Learning:an Integrated Study of related Overseas Researches Based on the Complexity and Dynamic Paradigm

在复杂动态系统范式的指导下,我们采用多元科际研究法对国外团队学习的相关理论进行归纳和演绎,提出了一个团队学习的整合系统模型。研究表明,有效的团队学习需要团队成员间建立对话性空间,在这个对话性空间中,"分享"、"协作建构"和"建设性冲突"等传播行为是平衡的。然而,仅仅发现这一点是不够的。在团队学习中,"交流什么"、"跟谁交流"以及"为什么交流"等问题也是非常关键的。因此,模型中"团队自反性"、"团队活动"、"边界跨越"、"存储"和"恢复"是团队学习的五个核心过程变量。除此之外,我们的模型还对团队学习的输入、催化应急状态以及学习结果等因素也进行了整合。

Under the direction of the complexity and dynamic paradigm, we made an integrated induction and deduction study on team-based leaning literatures overseas, on the basis of which, we constructed a theoretical model of team-based learning. Researches indicated that a conversational space is quite necessary for effective team-based learning, where the interactive activities, such as ＂sharing＂,＂cooperate construction＂, and ＂constructive conflict＂ are balanced. But to discover this is not enough. In team-based study, the issue of ＂communicate what＂, ＂communicate with whom＂ and ＂communicate for what＂ are also crucial. In this study, we take the team as a whole and elaborated team-based learning process and outcomes. On the one hand, this model is descriptive, which has described what a team should do to achieve an effective leaning （sharing, cooperation construction and constructive conflict, storage and retrieve）. On the other hand, the model is prescriptive. It gave an explicit and clear indication to achieve effective team-based learning.