知识建构社区中生成性角色的甄别--基于聚类分析的研究

Screening of Emergent Roles in a Knowledge Building Community:A Study Based on Cluster Analysis

知识建构社区中的成员并非是按照传统教学设计所预设好的脚本来进行学习活动的,他们会在个人-小组-班级的“观点”改进过程中不断生成和演变出多重的生成性角色。如何甄别出这些生成性角色,不仅是教学实践的需要,也是丰富相关理论研究的需要。聚焦于社会网络及观点相似度两类辩论,采用聚类分析方法,将社会交互维度的出度中心性、入度中心性和中介中心性指标以及内容维度的观点相似度指标作为K-means聚类的依据,对比聚类后的各项指标均值,甄别出知识建构社区中六类典型的生成性角色:边缘角色、核心角色、普通角色、内容贡献型角色、情感活跃型角色以及中介桥梁型角色。这六类生成性角色的甄别及相应的特征的分析,不仅可以弥补知识建构理论研究的“缺口”,还为建构良好的知识建构社区生态实践提供了参考。

The members of a knowledge building community do not follow a script that is predetermined by traditional instructional design,and they generate and evolve multiple emergent roles in a process of individual-group-class"perspective"improvement.How to screen out these emergent roles is not only necessary for teaching practice,but also for enriching relevant theoretical research.Focusing on two types of debates,namely social network and viewpoint similarity,cluster analysis was used in our study to identify six types of typical emergent roles in a knowledge building community:marginal,core,general,content-contributing,emotionally active,and mediating bridge roles by comparing the mean values of the clustered metrics as the basis for K-means clustering.The identification of these six types of emergent roles and the analysis of their corresponding characteristics can not only fill the"gaps"in knowledge building theory research,but also provide a reference for constructing an excellent ecological practice of knowledge building communities.