促进深度学习的协同知识建构:基于三类课堂的准实验研究
The Construction of Collaborative Knowledge for Facilitating Deep Learning:A Quasi-experimental Study based on Three Types of Instruction
黄志芳 1石梦瑶 1周瑞婕 2万力勇3
作者信息
- 1. 湖北大学师范学院,湖北武汉 430062
- 2. 华中师范大学教育大数据应用技术国家工程研究中心,湖北武汉 430079
- 3. 中南民族大学教育学院,湖北武汉 430074
- 折叠
摘要
教育数字化转型背景下,学习者的学习方式及教学范式正在被重塑,推动知识学习由被动接受迈向主动探索,进而引发深度学习的根本性变革.本文基于协同知识建构视角,以促进深度学习为目的,构建了"知识传递—知识建构—知识创造"的交互式课堂教学模式,并在"教育技术学研究方法"课程中,分别在传统多媒体课堂、在线课堂、混合式课堂中进行准实验研究.结果表明,应用协同知识建构理念教学,有助于激发学习者的深度学习;在混合式教学中融入协同知识建构理念,更有利于学习者的深度学习.本文拓展了激发学习者深度学习的途径,为高等教育深化教育教学改革提供有益参考.
Abstract
In the context of the digital transformation of education,the learning methods and teaching para-digms of learners are being reshaped,promoting knowledge learning from passive acceptance to active exploration,and thus triggering a fundamental change in deep learning.This article is based on the perspective of collaborative knowledge construction,with the aim of promoting deep learning,and constructs an interactive teaching model of"knowledge transfer-knowledge construction-knowledge creation".In the course of"Research Methods in Educa-tional Technology",traditional multimedia instruction,online instruction,and hybrid instruction are created for quasi-experimental research.The results indicate that applying the concept of collaborative knowledge construction in teaching can help stimulate deep learning among learners;integrating the concept of collaborative knowledge construction into blended learning is more conducive to deep learning for learners.This article expands the ways to stimulate deep learning among learners and provides useful references for deepening educational and teaching re-forms in higher education.
关键词
协同知识建构/深度学习/M-O-B三类课堂Key words
Collaborative knowledge construction/Deep learning/M-O-B three types of instruction引用本文复制引用
基金项目
国家社会科学基金2022年度高校思想政治理论课研究专项(22VSZ103)
出版年
2024
NETL
NSTL
万方数据