翻转课堂中学生学习行为模式与知识建构研究

Study on Students’ Learning Behavior Pattern and Knowledge Construction in Flipped Classrooms

随着翻转课堂教学效果不断被证实,翻转课堂教学模式也在不断被推广。但是翻转课堂中学生的哪些行为模式与学习效果有关,仍然需要深入研究。本研究主要对学生在课前预习和课中讨论学习的行为模式进行分析,并以知识建构作为学习效果评价内容,对学生的学习行为模式与知识建构水平进行相关性分析。实验分析结果表明,在课前预习中,学习者的评论行为发生在浏览资源之后,学习者会对评论进行回复,发生多轮交互。在课前的讨论活动中,有部分学习者达到高阶知识建构水平。但是,学习者课前的学习行为模式与知识建构不存在强相关关系,而学习者在课中的学习行为模式与知识建构具有强相关关系。

With the continuous confirmation of flipped classroom teaching effect,flipped classroom mode is also being popularized.However,there is still a need for in-depth research on which behavioral patterns of students’in flipped classrooms are related to learning effect.This study focuses on the analysis of students’behavior patterns in pre-class preview and in class discussion,and takes knowledge construction as the content of learning effect evaluation to analyze the correlation between students’learning behavior patterns and knowledge construction level.The results of experimental analysis show that in pre-class learning,learners’comment behaviors take place after browsing resources,and learners will reply to the comments and have multiple rounds of interaction.In the pre-class discussion activities,some learners reached the high-level knowledge construction level.However,there is no strong correlation between learners’learning behavior patterns before class and knowledge construction,while there is a strong correlation between learners’learning behavior patterns in class and knowledge construction.