协同调节对知识建构影响机制的实证研究--面向深度学习的课堂教学结构化变革研究之七

An Empirical Study on the Influential Mechanism of Co-regulation on Knowledge Construction--Research on the Structural Change of Classroom Teaching for Deep Learning(Ⅶ)

知识建构作为深度学习的三大基本特征之一,有助于发展高阶思维和深层认知能力,满足了21世纪人才培养的迫切需求。协同调节通常发生在协作学习情境中,是个体之间通过交互协调认知、元认知和情感等方面的动态过程。探究协同调节对知识建构的影响机制,有助于实现知识建构的真正有效发生并促进深度学习。基于社会建构主义、社会认知理论等,构建了协同调节支持下的知识建构学习设计模型,并利用认知网络分析、内容分析法、统计学方法等在准实验环境下开展实证研究。数据分析表明,实验组学习者在认知水平和结构上明显优于对照组;协同调节策略(尤其是反思策略)与知识建构行为之间具有正向的相关性。研究成果能够帮助学习者提升知识建构水平,形成高层次认知结构,并有效促进同伴间的交互程度与共享理解,减少认知负荷,为实现深度学习提供理论依据和策略支持。

As one of the three basic characteristics of deep learning,knowledge construction helps to develop high-level thinking and deeper cognitive abilities,and meets the urgent needs of cultivating talents in the 21st century.Co-regulation usually occurs in the context of collaborative learning,which is a dynamic process in which individuals coordinate cognition,metacognition and emotion through interaction.Exploring the influential mechanism of co-regulation on knowledge construction will help realize the real and effective occurrence of knowledge construction and promote deep learning.Based on social constructivism and social cognitive theory,this paper constructs a learning design model of knowledge construction supported by co-regulation,and carries out empirical research in quasi experimental environment by using cognitive network analysis,content analysis and statistical methods.Data analysis shows that the cognitive level and structure of the experimental group are significantly better than those of the control group;there is a positive correlation between co-regulated strategies(especially reflective strategies)and knowledge construction behaviors.The research results can improve learners’knowledge construction level,form a high-level cognitive structure,effectively promote the degree of interaction and shared understanding between peers,reduce cognitive load,and provide a theoretical basis for the realization of deep learning.