协作问题解决学习中干预有效性的影响因素研究

Influential Factors Study on Effectiveness of Intervention in Collaborative Problem Solving Learning

支架学习任务与团体认知过程是促进协作问题解决中学习者认知发展的一种学习干预策略。为了探究这一干预有效性的影响因素,本研究在学习环境的外在表征形式(图示化学习环境与文本性学习环境)与先验知识水平(高先验知识与低先验知识)的要素上进行了2×2的实验设计。通过对4种实验情境中前后测的认知理解数据的分析,研究发现:在协作问题解决学习中整合支架学习任务与团体认知过程的学习干预,学习者的先验知识水平这一因素会影响个体初级认知的发展;学习环境的外在表征形式这一因素会影响个体的高级认知的广度和深度发展。这一研究发现能为教师在课堂中有效组织协作问题解决学习提供实践指导。

Scaffolding-based learning task and group cognitive process are part of learning intervention strategies for facilitating cognitive development of learners through collaborative problem solving learning. In order to investigate the effectiveness of the intervention, a 2×2 experimental design has been proposed between the external representative of learning environment （Diagram-based learning environment vs. Text-based learning environment） and the level of prior knowledge （High vs. Low）. The data analysis of cognitive understanding in 4 experimental settings through pre-test and post-test show that the level of pre-knowledge would influence learner＇s primary cognitive development if the learning intervention of the integration between scaffold-based learning task and group cognitive process in collaborative problem solving learning. Meanwhile, the factor of external representative of learning environment would significantly affect individual＇s development of high-order cognitive understanding deeply and broadly. This study can offer specific practical guidance for teachers to organize collaborative problem solving learning in the classroom effectively.