外语混合学习环境中的认知临场及其影响因素研究

Cognitive Presence and Its Determinants within the Context of Blended College English

借助Co I的评估框架,以230名大学一年级学生为样本,观测学习者对外语混合教学中三种核心要素的感知程度,着力探索语言教学环境中认知性行为的动态变化及其影响机制。结果发现,外语学习者对混合学习环境有着较高的感知度。进一步的回归分析则表明:外语混合学习环境能够产生支持高阶学习过程的认知临场;学习者语言认知过程受到了教学和社会临场的共同影响,但这两种影响因素相互独立,并未产生交互性作用;教学临场的影响贯穿了整个认知过程,对语言认知的情境与应用建构影响尤为明显,而社会临场则更多作用于语言认知的抽象理解与建构阶段。据此,对现阶段外语混合学习环境建构提出了建议。

From the perspective of CoI theoretical framework,a survey is conducted on 230 freshmen to delineate their perception of the environment of Blended College English course,with a focus on the dynamics of their cognitive process and the influential mechanism within the language learning context.Result shows language learners have a high perception of the blended learning environment as a whole.Further regression analysis indicates:first,this environment is capable of generating a cognitive presence that supports high-order learning;second,the cognitive presence is positively influenced by both the teaching and social presence but no interaction detected in between,though the two determinants are moderately interrelated;third,in terms of cognitive process,teaching presence has a stronger influence on triggering and resolution phase while cognitive presence exerts more influence on knowledge exploration and integration.Accordingly,suggestions are put forward on the construction of blended learning environment in College English.