CSCL中协作知识建构学习活动的设计策略

Design Strategies for Collaborative Knowledge Construction Learning Activities in CSCL

摘要: 大数据、人工智能等新兴技术促进了教育领域的发展，但是只从技术角度提升学习效果是空洞的，必须加以教学设计来支撑。协作知识建构学习活动的设计影响着计算机支持的协作学习(Computer-Supported Collaborative Learning, CSCL)中的学生参与度以及知识建构程度。然而关于协作知识建构学习活动设计的研究多集中在宏观层面，且缺乏对不同知识建构水平的针对性设计。因此，本研究以第三代活动理论为基础，结合协作交互分析模型和探究社区模型提出了CSCL中协作知识建构活动设计的支架模型，提供了微观层面上不同阶段的CSCL协作知识建构学习活动的详细设计。在协作知识建构初期，旨在促进情感交流与表达，创设社会存在感和认知存在感；中期，旨在创设认知存在感和教学存在感，促进对话以及主体和共同体的知识建构；协作知识建构的后期，旨在创设认知存在感，引导学生反思与评价。以期本研究能为教师在CSCL下进行协作知识建构学习活动设计提供策略支持。

Abstract: The education field has been propelled forward by the emergence of technologies such as big data and artificial intelligence, yet it is not sufficient to merely improve the learning effect from a tech-nological standpoint; teaching design must be a key factor in its success. The degree of student par-ticipation and knowledge construction in computer-supported collaborative learning is greatly im-pacted by the design of collaborative knowledge construction learning activities. However, most of the researches on collaborative knowledge construction learning activity design focus on the macro level, and lack of specific design for different knowledge construction levels. Therefore, this study, based on the third-generation activity theory, combined with the collaborative interaction analysis model and the inquiry community model, proposed a scaffold model for the design of collaborative knowledge construction activities in CSCL, and provided the detailed design of different stages of collaborative knowledge construction learning activities in CSCL at the micro level. In the early stage of collaborative knowledge construction, it aims to promote emotional communication and expression, and create social and cognitive existence. In the middle stage, it aims to create a sense of cognitive presence and a sense of teaching presence, promote dialogue and the knowledge con-struction of subjects and communities; the late stage of collaborative knowledge construction aims to create a sense of cognitive existence and guide students to reflect and evaluate. This study is expected to provide strategic support for teachers’ collaborative knowledge construction learning ac-tivity design under CSCL.