知识建构实践的发展过程研究——以香港W中学的“视觉艺术”课程为例

Research on the Developmental Process of the Knowledge-building Practice ——A Case Study based on the “Visual Arts” Course from Hong Kong W Secondary School

文章利用活动系统分析方法和"知识建构分析系统(Knowledge Connections Analyser,KCA)",针对香港W中学参与"视觉艺术"课程的20名高二学生,进行了围绕KCA发展起来的知识建构实践的发展过程研究。通过对获取的课堂质性数据进行编码、分析活动系统,文章发现学生能够利用KCA数据进行高效的反思性评价;在利用反思性评价促进知识建构实践发展的过程中,基于数据的反思机会、数据驱动的观点推进作为一种集体责任、学生实践过程中发展起来的新能力和不断增加的兴趣都成为了新的中介工具,推动着知识建构实践的顺利进行。文章的研究丰富和拓展了知识建构理论,并为设计技术丰富的学习环境奠定了实践基础。

By using the activity systems analysis method and the Knowledge Connections Analyser（KCA）, this paper investigated the development process of the knowledge-building practice for 20 high school juniors participating in the ＂Visual-Art＂ course from Hong Kong W secondary school. Through the coding of the classroom qualitiative data and the analysis of activity system, it was found that students could use the KCA data to conduct efficiently reflective assessment. Meanwhile, in the process of using reflective evaluation to promote the development of knowledge-buliding practice, the data-based reflection opportunity, the data-driven discourse as collaborative respnsibility, the new ability developed in the students‘ practice process and the growing interest became the new mediation tools, which could promote the successful implementation of the knowledge-building practice. The results of this paper not only enriched and expanded the knowledge building theory, but also laid foundation for the design of technology-riched learning evironment.