【摘要】：合作學(xué)習(xí)是已被多個(gè)國(guó)家廣泛使用和認(rèn)可的一種學(xué)習(xí)方式。隨著技術(shù)不斷快速地發(fā)展,課堂也在逐漸發(fā)生著變革,未來課堂正是在這樣大背景下產(chǎn)生。未來課堂具有先進(jìn)的設(shè)備,能夠?yàn)楹献鲗W(xué)習(xí)的開展提供較大的支持和極大的便利。但是,從實(shí)踐中來看教師在進(jìn)行合作學(xué)習(xí)活動(dòng)設(shè)計(jì)時(shí)不能夠充分地利用未來課堂環(huán)境構(gòu)建學(xué)生間的積極互賴關(guān)系、促進(jìn)學(xué)生的合作學(xué)習(xí),還有未來課堂為多樣化學(xué)習(xí)評(píng)價(jià)提供了素材卻未能得到較有效的使用。如何設(shè)計(jì)基于未來課堂的合作學(xué)習(xí)活動(dòng)使得學(xué)生間產(chǎn)生更強(qiáng)的積極互賴關(guān)系,合作學(xué)習(xí)更為有效地開展并使學(xué)習(xí)評(píng)價(jià)更為全面有效是需要解決的問題。本研究在不同研究階段根據(jù)不同需求分別使用了文獻(xiàn)分析法、準(zhǔn)實(shí)驗(yàn)法、調(diào)查問卷法和半結(jié)構(gòu)化訪談法。研究中從活動(dòng)理論視角對(duì)合作學(xué)習(xí)活動(dòng)進(jìn)行了分析,并以社會(huì)互賴?yán)碚摓橹笇?dǎo),在活動(dòng)設(shè)計(jì)中指導(dǎo)構(gòu)建學(xué)生之間的積極互賴。結(jié)合未來課堂的環(huán)境配置和合作學(xué)習(xí)要素,具體分析了基于未來課堂的合作學(xué)習(xí)活動(dòng)的特點(diǎn)。在前述兩個(gè)理論的指導(dǎo)下,結(jié)合活動(dòng)特點(diǎn)提出了基于未來課堂的合作學(xué)習(xí)活動(dòng)設(shè)計(jì)要素和流程,并對(duì)各要素進(jìn)行了詳細(xì)的說明,尤其是學(xué)習(xí)評(píng)價(jià)要素。在此基礎(chǔ)上繪制出基于未來課堂的合作學(xué)習(xí)活動(dòng)設(shè)計(jì)框架。基于提出的活動(dòng)設(shè)計(jì)方法進(jìn)行了兩輪案例實(shí)施,師生對(duì)活動(dòng)的滿意度較高,學(xué)生的測(cè)試成績(jī)?cè)诟叻謪^(qū)較多,學(xué)生表示喜愛課堂中的合作學(xué)習(xí)因?yàn)樾〗M內(nèi)關(guān)系融洽且相互促進(jìn),認(rèn)為評(píng)價(jià)方式較為合理。通過案例實(shí)施驗(yàn)證了活動(dòng)設(shè)計(jì)的可行性,學(xué)生間建立了積極互賴關(guān)系,評(píng)價(jià)方式較為合理,并通過案例實(shí)施對(duì)活動(dòng)設(shè)計(jì)進(jìn)行了完善。最后對(duì)研究過程和結(jié)果進(jìn)行了總結(jié)和反思,并提出了繼續(xù)研究的方向。
[Abstract]:Cooperative learning is a widely used and recognized learning method in many countries. With the rapid development of technology, the classroom is gradually changing. The future classroom has the advanced equipment, can provide the bigger support and the enormous convenience for the cooperation study. However, in practice, teachers can not make full use of the future classroom environment to construct the positive relationship between students and promote the cooperative learning in the design of cooperative learning activities. There is also the future classroom for a variety of learning evaluation materials, but can not be used more effectively. How to design cooperative learning activities based on the future classroom makes students have a stronger positive interdependence relationship, and how to carry out cooperative learning more effectively and make learning evaluation more comprehensive and effective is the problem that needs to be solved. In this study, literature analysis method, quasi-experimental method, questionnaire method and semi-structured interview method were used according to different needs in different research stages. In the study, the cooperative learning activities are analyzed from the perspective of activity theory, and guided by the theory of social interdependence, the active interdependence among students is constructed under the guidance of activity design. Combined with the environmental allocation and cooperative learning elements of future classroom, the characteristics of cooperative learning activities based on future classroom are analyzed in detail. Under the guidance of the above two theories, combined with the characteristics of activities, the design elements and processes of cooperative learning activities based on the future classroom are put forward, and each element is explained in detail, especially the learning evaluation elements. On this basis, the design framework of cooperative learning activities based on future classroom is drawn. Based on the proposed method of activity design, two rounds of cases were carried out. The students and teachers were satisfied with the activities, and the students' test scores were higher in the high districts. The students expressed their love for cooperative learning in the classroom because of the harmonious relationship and mutual promotion in the group. It is considered that the evaluation method is more reasonable. The feasibility of activity design is verified by case implementation. The positive interdependence relationship between students is established, and the evaluation method is more reasonable, and the activity design is perfected through case implementation. Finally, the research process and results are summarized and introspected, and the direction of further research is put forward.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G424

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