共享调节:一种新的协作学习研究与实践框架

Shared Regulation: A New Research and Practice Framework for Collaborative Learning

协作学习不仅需要关注知识的共同建构,同时也要重视共享调节的发展与维持过程,以促进学习者共享调节意识、策略及能力的发展。在协作学习过程中,学习者通过自我调节、合作调节和共享调节三个不同层次的方法调节学习,其中,共享调节为协作学习提供了新的研究和实践框架。这一领域的文献回顾显示,近年来学界对共享调节的研究,关注于共享元认知、共享动机和情感等调节内容,以及调节的时间序列、调节发生的条件和过程,调节存在的障碍等问题。根据典型的实践案例,梳理的各类基于个人和集体的共享调节活动,构成了共享调节课堂的重要组成元素。以一门中学STEAM课程的解释为例,该案例清晰地展现出共享调节教学的特点,以及共享调节如何应用于具体的协作学习情境的过程。通过从共享认知、任务冲突、共享元认知和共享情感动机四个维度,对案例实施进行评价的结果表明:面向共享调节的协作学习,能够加强学习过程中的任务理解、计划、监控和反思,促进学习者更高层次的共享调节能力和协作技能的发展。

The study of collaborative learning not only needs to pay attention to the knowledge construction, but also needs to focus on the development and maintenance process of shared regulation in order to promote the development of learners’ regulation consciousness, strategy and ability. In the process of collaborative learning, learners regulates the learning process at three different levels: self-regulation, co-regulation and shared regulation, while shared regulation provides a new research and practice framework for collaborative learning. Through literature review, it is found out that the recent study of shared regulation focuses on the shared metacognition, shared motivation and emotion, as well as the time sequence, the conditions and process of shared regulation, and the existing obstacles of regulation. According to the typical cases, this paper goes overall kinds of shared regulation activities based on individual and collective learning, which are important components of the shared regulation class. Taking a high school STEAM course as an example, this study explains the characteristics of shared regulation teaching and how shared regulation can be applied to specific collaborative learning situations, and evaluates the implementation of shared learning from four dimensions, which include shared cognition, task conflict, shared metacognition and shared emotional motivation. The research shows that collaborative learning oriented to shared regulation can promote learners’ task understanding, planning, monitoring and reflection, and promote the development of learners’ shared regulation ability and collaboration skills to a higher level.