争论式教学支架对学生知识加工的影响——基于翻转课堂的实验研究

Effects of Argumentation Scaffolding on the Quality of Individual Knowledge Elaboration in the Flipped Classroom

较之传统课堂,翻转课堂更关注学生对知识的应用和迁移能力,重在培养学生的高阶思维。目前的翻转课堂教学改革对微课资源的设计和开发关注度高,对翻转学习给学业成绩和动机带来的影响及师生对翻转课堂的感知等研究较多,忽视了关于翻转课堂培养学生高阶思维的策略研究及学生参与主动学习活动的知识加工过程研究。争论是培养学生高阶思维的重要方式。为在翻转课堂中培养学生的高阶思维,本研究采用争论式教学支架,引发学生在课堂上争论,促进学生参与主动学习活动的知识加工过程。本研究以193位大一、大二学生为被试对象,开展"现代教育技术"课程翻转教学实验,并将学习者随机分配到图尔敏式争论教学支架实验组、沃尔顿式争论教学支架实验组和无支架的控制组,采用质性编码分析和单因素协方差分析法分析数据。结果表明,从促进知识加工的话语总量来看,沃尔顿式争论教学支架较之图尔敏式争论教学支架更能显著促进有效的知识加工;从有效知识加工的整体效度来看,图尔敏式争论教学支架和沃尔顿式争论教学支架较之无支架的控制组均能显著提高有效知识加工的效度,这说明在翻转课堂中使用争论式教学支架有利于提升个体知识加工的质量。本研究可为今后开展有效的翻转学习提供教学策略指导,为有关翻转课堂高阶思维培养目标达成度的研究提供启示,并为今后评判翻转课堂中个体参与主动学习活动的认知贡献提供数据依据。

Compared to the traditional classroom,the flipped classroom focuses more on application and transfer of knowledge,with intent to develop learner’s higher-order thinking rather than retention and understanding in direct instruction.In China,during the last five years,instructional initiatives have centered on the flipped classroom for deep learning.By reviewing the studies on the flipped classroom,we found that more attention has been paid to the development of micro-lesson videos.Most studies focused on the effects of flipped learning on academic achievement&motivation,and teachers’or students’perceptions of the flipped classroom.Few studies have involved effective strategies to develop students’higher-order thinking and processes of students’knowledge elaboration during the active learning activity in the flipped classroom.Argumentation is regarded as an important method to develop higher-order thinking.In order to achieve the goal of developing students’higher-order thinking,this study provided argumentation scaffolds to activate students’argumentation in class.This study employed a true pretest-posttest control group experiment.193 freshmen and sophomores were chosen to participate in the flipped learning about one chapter of the curriculum Modern Educational Technology,who were randomly assigned to the experimental group 1 with Toulmin’s TAP argumentation scaffolding,the experimental group 2 with Walton’s AVD argumentation scaffolding and the control group with no scaffolding.Toulmin’s TAP argumentation is rhetorical,persuading the audience into the approval of the arguer’s claim.Whereas,Walton’s AVD argumentation is dialectical,refuting other’s claim as important as persuading the audience into the agreement of the arguer’s own claim.Results were accessed by qualitative coding analysis and one-way ANCOVA.Findings indicated that in terms of the number of utterances facilitating effective knowledge elaboration,Walton’s AVD scaffolding other than Toulmin’s TAP scaffolding significantly foster effective knowledge elaboration;from the perspective of the validity of knowledge elaboration,Toulmin’s TAP scaffolding and Walton’s AVD scaffolding prominently enhanced the validity of knowledge elaboration than the control group did,which verified that in the flipped classroom argumentation scaffolding is favorable for boosting the quality of individual knowledge elaboration and in turn induces deep learning.In the future,this study will shed light on instructional strategies facilitating effective flipped classroom learning activities,and provide an avenue for studying on whether the goal of developing higher-order thinking is achieved through a flipped learning approach.Additionally,this study will provide the data-based evidence for evaluating the individual’s cognitive engagement when he or she participates in the active learning activity in the flipped class.