本文選題：圖示方式 + 協(xié)作學(xué)習(xí)��； 參考：《開放教育研究》2014年06期

【摘要】：如何設(shè)計(jì)、利用信息技術(shù)提高學(xué)習(xí)績效一直是數(shù)字化學(xué)習(xí)研究的焦點(diǎn)。本團(tuán)隊(duì)從學(xué)習(xí)科學(xué)視角入手,以"語義圖示"為技術(shù)著力點(diǎn),試圖通過對圖示方式的探索以及圖示技術(shù)的設(shè)計(jì)與開發(fā),增強(qiáng)信息技術(shù)支持的學(xué)習(xí)方式并提高數(shù)字化學(xué)習(xí)效果。理論上,在認(rèn)知任務(wù)更為復(fù)雜的計(jì)算機(jī)支持的協(xié)作學(xué)習(xí)中,語義圖示有潛力緩解認(rèn)知負(fù)擔(dān)從而為協(xié)作任務(wù)提供支持。本文試圖探查作為可視化技術(shù)的圖示方式與工具在遠(yuǎn)程協(xié)作學(xué)習(xí)中的使用成效,以了解圖示工具在協(xié)作學(xué)習(xí)過程中的使用特點(diǎn),深入挖掘圖示方式與工具在協(xié)作學(xué)習(xí)中的潛力。論文通過文獻(xiàn)與理論研究提出假設(shè),采用干預(yù)自然教學(xué)情境的設(shè)計(jì)研究方法,將圖示工具與方法應(yīng)用于協(xié)作任務(wù)設(shè)計(jì)中,通過觀察與訪談收集數(shù)據(jù),并對數(shù)據(jù)進(jìn)行質(zhì)性分析以說明問題。研究結(jié)果表明:在協(xié)作任務(wù)中,圖示方式與工具可以直觀明了地呈現(xiàn)內(nèi)容,并能輔助溝通,緩解學(xué)習(xí)者認(rèn)知負(fù)荷。其具體表現(xiàn)形式和功用與學(xué)習(xí)任務(wù)、環(huán)境與條件有關(guān)。初步結(jié)論是:圖示方式與工具可以通過平衡工作記憶、聚焦思考,促進(jìn)理解與認(rèn)知并輔助表達(dá);在協(xié)作溝通中,圖示工具的使用擴(kuò)展了溝通方式,有助于提高溝通效果。
[Abstract]:How to design and use information technology to improve learning performance has been the focus of digital learning research. From the perspective of learning science, the team tries to enhance the learning mode supported by information technology and improve the effect of digital learning by exploring the graphic mode and designing and developing the graphic technology. In theory, in computer-supported collaborative learning with more complex cognitive tasks, semantic diagrams have the potential to ease the cognitive burden and provide support for collaborative tasks. This paper attempts to explore the effectiveness of the graphical method and tool used in distance collaborative learning as a visualization technique in order to understand the characteristics of the use of graphical tools in the process of collaborative learning and to explore the potential of the graphical methods and tools in collaborative learning. Through literature and theoretical research, this paper puts forward the hypothesis, adopts the design and research method of intervening natural teaching situation, applies the graphic tools and methods to the collaborative task design, collects the data through observation and interview. And the qualitative analysis of the data to explain the problem. The results show that in the collaborative task, the graphical method and the tools can present the content intuitively and clearly, and can help to communicate and relieve the learners' cognitive load. Its concrete manifestation and function are related to learning task, environment and condition. The preliminary conclusion is that the graphical method and tools can balance working memory, focus on thinking, promote understanding and cognition, and assist expression. In cooperative communication, the use of graphical tools expands the communication mode and helps to improve the communication effect.
【作者單位】： 華東師范大學(xué)教育信息技術(shù)學(xué)系;
【基金】：2011年度新世紀(jì)優(yōu)秀人才計(jì)劃“基于個人數(shù)字終端的信息化創(chuàng)新應(yīng)用研究:資源、服務(wù)及應(yīng)用實(shí)例”(NCET-11-0140) 國家社科基金“十二五”規(guī)劃2012年度教育學(xué)一般課題“以‘語義圖示’實(shí)現(xiàn)可視化知識表征與建模的理論與實(shí)踐研究”(BCA 120024)
【分類號】：G434
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本文編號：2092356