从“孤立写作”到“社群共创”：开放教育毕业论文指导的模式重构

From “Isolated Writing” to “Community Co‑Creation”: Model Reconstruction of Graduation Thesis Supervision in Open Education

摘要: 针对开放教育毕业论文“孤立写作”的结构性困境，本研究以联通主义学习理论为基础，构建“连接网络–交互层次–知识创生”三维互构分析框架，采用行动研究法，以珠三角某开放大学学前教育专业18名本科毕业生为对象，开展为期14周的三轮迭代实践。研究引入ICAP认知参与框架对交互文本进行精细编码，结合时序分析与扎根编码，系统追踪社群互动的演化轨迹与内在机制。结果表明，互依型任务设计触发了社会性连接的建立，驱动交互层次从信息分享向意义协商跃迁，最终实现碎片经验聚合、隐性知识显性化与集体智慧个体内化的三重知识创生；实验班论文终稿成绩显著高于往届对照班(d = 0.68)，反思日志与访谈进一步显示学习者写作焦虑持续缓解、学术自我效能感逐步增强。本研究为开放教育毕业论文指导改革提供了可迁移的实践路径。

Abstract: Addressing the structural dilemma of “isolated writing” in open education graduation theses, this study builds upon Connectivism Learning Theory to construct a three-dimensional mutually constitutive analytical framework comprising “connection network, interaction levels, and knowledge creation”. Employing the action research method, we conducted 14 weeks of three-round iterative practice with 18 undergraduate graduates majoring in preschool education at an open university in the Pearl River Delta. The findings indicate that interdependent task design triggers the establishment of social connections, driving interaction levels to advance from information sharing to meaning negotiation, and ultimately achieving a threefold knowledge creation: the aggregation of fragmented experiences, the externalization of tacit knowledge, and the individual internalization of collective wisdom. Cross-validation of quantitative and qualitative data demonstrates that the community co-creation model significantly improves thesis quality (d = 0.68), while simultaneously alleviating writing anxiety and enhancing academic self-efficacy. This study provides an empirical anchor for extending connectivism to high-task formal education contexts, and offers a transferable practical pathway for the reform of graduation thesis supervision in open education.