争论式教学对知识加工及社会性元认知的影响——以基于社会性媒体的协作问题解决为例

Effects of Argumentation Scaffolding on Knowledge Elaboration and Social Metacognition: A Case Study on Collaborative Problem Solving Based on SNS

当今学习的内涵不仅是习得知识,还有通过体验解决与社会生活相关的实际问题。考虑到社会文化因素,学习的隐喻从原先的知识习得、参与学习逐渐延伸到扩张学习。相应的学习模式也从个体学习逐渐延伸到协作学习。随着Web 2.0等信息通信技术的发展,计算机支持的协作学习无处不在,无时不在。研究表明,深层交互是影响协作学习效果的重要中介变量;学习者在交互过程中的争论可以促进认知增长、个体及社会性元认知的发展,争论能力也被认为是21世纪人才的重要素质之一。为了能在现有社会性媒体中开展深层交互教学,本研究采用争论式教学支架进行准实验前的预备实验,按学生成绩分成上-上、上-下、下-下水准的两人一组的协作学习小组,采用2×3因素实验设计,探究争论式教学支架、分组策略对协作学习小组的知识加工及社会性元认知的影响。研究对争论对话进行质性分析编码,统计每组的知识加工阐述值和社会性元认知频次,并通过单因素协方差分析和单因素方差分析法,发现争论式教学支架可以显著促进协作学习小组的知识加工及社会性元认知,并且上-下组合的小组要比上-上、下-下小组引发的社会性元认知多,而后两者的社会性元认知相当。此外,上-上及上-下组合小组在知识加工方面相当,均高于下-下组合。研究成果可为今后开展有效协作学习提供科学合理的经验性证据,并为社会性媒体上实施争论式教学提供可操作的方法。

To date,learning has more than two basic metaphors competing for dominance： the acquisition metaphor and the participation metaphor. According to the cultural-historical activity theory, learning is supposed to take multi-dimensional factors into account. Or rather, expansive learning is a third metaphor of learning in light of activity theory. Not only does learning include the vertical development as far as individual competencies are concerned, but also it should embrace the horizontal development in the cultural-history context. Therefore, nowadays participation and engagement in solving problems related to the authentic social context should be a dominant paradigm of learn-ing, which comprises the vertical and horizontal dimensions of individual development.In order to make the learning paradigm be transformed, collaborative learning is a favorite paradigm beyond in-dividual learning. However, deep interaction is a crucial mediate variable affecting the effectiveness of collaborative learning. Up to now, more and more people make use of social media for information exchange and entertainment and less for deep learning. So the majority of interaction in social media is mainly for social presence, and less for cogni-tive presence and teaching presence. This study was designed to provide argumentations scaffolding in collaborative problem solving for higher-level interaction since argumentation can promote cognitive gains and the development of individual and social metacognition by dialogic interaction. According to OECD（2006）, argumentation is referred to as one of the critical competencies of 21 Century talents. In this study argumentation scaffolding was used to support online collaborative learning. Twelve six-grade pupils were randomly selected and grouped into top-top, top-low and low-low dyads in terms of mathematics achievement, which was a pilot study of quasi-experiment with 2×3 factors. Using the dialogue thread analysis method, this study qualitatively analyzed the value of knowledge elaboration and the presence of social meta cognition in each group. And using two-way ANCOVA and ANOVA, this study quantita-tively investigated the effects of argumentation scaffolding and grouping strategy on knowledge elaboration and the presence of social metacognition of dyads. Conclusions were drawn that argumentation scaffolding can significantly im-prove knowledge elaboration and the presence of social metacognition of dyads. In addition, top-low dyads can pro-duce more social metacognition than top-top and low-low dyads, whilst top-top and low-low dyads are equivalent in the presence of social metacognition. Top-top and top-low dyads can produce more knowledge elaboration than low-low dyads, while top-top and top-low dyads can only produce a similar amount of knowledge elaboration, which can provide scientific and appropriate empirical evidences for effective collaborative learning and shed light on argumenta-tion based on SNS.