协同反思性评价促进大学生知识创新话语发展的效果研究

Developing Knowledge-building Discourse Through Collective Reflective Assessment Among Undergraduates in a Knowledge-building Environment

大学生知识创新意识与能力的培养,一直是高等教育课堂改革的重点与难点。该文在知识创新教学模式中,设计了数据驱动的协同反思性评价策略,以帮助大学生发展知识创新话语,进而发展知识创新能力和领域知识的理解能力。该研究的参与者是一所重点师范大学选修通识核心课的、来自不同专业的67名本科生,整个研究持续了两个周(32课时)。通过社会认知网络及探究线程和内容分析方法,对学生的在线知识创新话语进行分析,发现:在创设的知识创新环境中,数据驱动的协同反思性大学生能够以共同体的形式不断促进知识创新话语的发展。同时发现,大学生在线知识创新行为与对学科领域知识的理解程度具有显著的正相关。该研究对培养大学生协同知识创新能力的研究和实践提供了很好的启示。

This study investigated whether undergraduates could generate and progressively improve knowledge-building discourse.We designed a knowledge-building environment augmented by explicit reflective assessment to help undergraduates engage in knowledge building.Two intact class of67 university students from a key normal university participated in this study lasting 2 weeks.Social network analysis and content analysis indicated that undergraduates involved in knowledge-building discourse,and gradually improved their knowledge-building discourse.Regression analysis indicated that undergraduates’behavior and cognitive engagement correlated with their domain understanding.This study had some implications for educational practices and research that aim for cultivating students’knowledge-creation competencies.