基于认知网络分析的协作问题解决教学交互规律研究

Research on the Instructional Interaction Law of Collaborative Problem Solving Based on Epistemic Network Analysis

联通主义作为数字网络时代催生的新型学习理论,强调以生生交互为主要形式的学习。为促进网络学习者的深层交互和协作创新,联通主义课程创设了有助于深度思考、互动联通的问题解决情境。为探讨联通主义学习中协作问题解决的发生与发展规律,研究以cMOOCs“互联网+教育:理论与实践的对话”第五期课程问题解决阶段12个小组的协作会话文本为研究对象,运用认知网络分析方法挖掘协作问题解决的教学交互规律。研究基于联通主义学习教学交互模型设计出适用于联通主义协作学习的认知编码框架,通过对不同问题类型、成员构成和协作质量的小组进行认知网络差异分析和质心位移路径分析,揭示出联通主义情境下小组协作交互的相关规律:问题类型影响小组走向高层次交互的路径,成员构成类型影响小组的交互倾向与意愿,协作质量与群体交互层次和程度密切相关。

As a new learning theory in the digital network era,connectionism emphasizes student-student inter-action as the main form of learning.To promote the deep interaction and collaborative innovation of online learn-ers,the connectivism curriculum has created a problem-solving situation that is conducive to deep thinking and in-teraction.To explore the occurrence and development law of collaborative problem solving in the study of connec-tionism,this study takes the collaborative conversation texts of 12 groups in the problem solving stage of the fifth course of cMOOCs,"Internet plus Education:Dialogue between Theory and Practice",as the research object,and uses epistemic network analysis to dig out the instructional interaction law of collaborative problem solving.The re-search designs an epistemic coding framework suitable for connectionist collaborative learning based on the connec-tionist learning and teaching interaction model.Through the epistemic network difference analysis and centroid dis-placement path analysis of groups in different problem types,member composition,and collaboration quality groups,this study reveals the relevant laws of group collaborative interaction in the context of connectionism:the problem types affect the path of the group to high-level interaction,and the member composition types affect the interaction tendency and willingness of the group,and the collaboration quality is closely related to the level and degree of group interaction.