【摘要】：隨著“三通兩平臺(tái)”的大力發(fā)展與普及,作為“三通”核心的“網(wǎng)絡(luò)學(xué)習(xí)空間人人通”得到廣泛建設(shè)和應(yīng)用。網(wǎng)絡(luò)學(xué)習(xí)空間作為一種支持教與學(xué)、教與教、學(xué)與學(xué)的有效互動(dòng)的虛擬學(xué)習(xí)環(huán)境,能夠?yàn)閷W(xué)生開(kāi)展自主學(xué)習(xí)、探究學(xué)習(xí)、協(xié)作學(xué)習(xí)提供有效支撐。在網(wǎng)絡(luò)學(xué)習(xí)空間中,學(xué)習(xí)者主要通過(guò)互動(dòng)與交流、共同協(xié)商來(lái)完成學(xué)習(xí)任務(wù),因此如何促進(jìn)學(xué)生積極參與交互是值得關(guān)注的問(wèn)題之一。目前國(guó)內(nèi)外網(wǎng)絡(luò)學(xué)習(xí)環(huán)境下的交互研究主要集中在對(duì)虛擬學(xué)習(xí)社區(qū)、在線協(xié)作學(xué)習(xí)中的互動(dòng)關(guān)系分析,而對(duì)網(wǎng)絡(luò)學(xué)習(xí)空間中具體教學(xué)實(shí)踐活動(dòng)的交互研究相對(duì)較少。基于此,本研究擬從實(shí)證的角度出發(fā),運(yùn)用社會(huì)網(wǎng)絡(luò)分析法對(duì)網(wǎng)絡(luò)學(xué)習(xí)空間中學(xué)生的交互行為進(jìn)行分析,重點(diǎn)分析學(xué)生小組內(nèi)部、小組之間形成的交互網(wǎng)絡(luò)結(jié)構(gòu)特征,并探究不同交互網(wǎng)絡(luò)結(jié)構(gòu)對(duì)學(xué)習(xí)成效的影響,從而在基于網(wǎng)絡(luò)學(xué)習(xí)空間展開(kāi)的教與學(xué)活動(dòng)中,為學(xué)生交互方面提供相應(yīng)的指導(dǎo)與建議。所做的工作和探究具體如下:第一,學(xué)生組內(nèi)交互網(wǎng)絡(luò)結(jié)構(gòu)研究。通過(guò)收集QQ討論組中小組內(nèi)部互動(dòng)的關(guān)系數(shù)據(jù),建立關(guān)系矩陣,運(yùn)用Ucinet6.0軟件,從網(wǎng)絡(luò)凝聚性和學(xué)習(xí)者在組內(nèi)交互網(wǎng)絡(luò)中的特征兩個(gè)方面進(jìn)行分析,并將不同小組之間的交互網(wǎng)絡(luò)結(jié)構(gòu)、組長(zhǎng)與組員在網(wǎng)絡(luò)中的特征進(jìn)行對(duì)比,以把握組內(nèi)交互網(wǎng)絡(luò)結(jié)構(gòu)的特征。第二,學(xué)生組間交互網(wǎng)絡(luò)結(jié)構(gòu)研究。通過(guò)收集QQ討論組和云課堂論壇中小組之間互動(dòng)的關(guān)系數(shù)據(jù),建立關(guān)系矩陣,運(yùn)用Ucinet6.0軟件對(duì)網(wǎng)絡(luò)凝聚性、學(xué)習(xí)者在組間交互網(wǎng)絡(luò)中的特征進(jìn)行分析,并將組內(nèi)與組間交互網(wǎng)絡(luò)結(jié)構(gòu)、組長(zhǎng)與組員在網(wǎng)絡(luò)中的特征進(jìn)行對(duì)比,以把握組間交互網(wǎng)絡(luò)結(jié)構(gòu)的特征。第三,交互網(wǎng)絡(luò)結(jié)構(gòu)對(duì)學(xué)習(xí)成效的影響。通過(guò)相關(guān)性分析和差異性分析來(lái)探討交互網(wǎng)絡(luò)密度、網(wǎng)絡(luò)距離、網(wǎng)絡(luò)中心勢(shì)對(duì)學(xué)習(xí)成效的影響,以及核心參與者與邊緣參與者學(xué)習(xí)成效的差異。第四,促進(jìn)網(wǎng)絡(luò)學(xué)習(xí)空間中學(xué)生交互的指導(dǎo)與建議。在上述分析結(jié)果的基礎(chǔ)上,提出網(wǎng)絡(luò)學(xué)習(xí)空間應(yīng)用于教學(xué)的過(guò)程中,在交互方面的一些建議。本文的主要研究結(jié)論如下:組內(nèi)交互網(wǎng)絡(luò)凝聚性較好,學(xué)習(xí)者聯(lián)系相對(duì)緊密;組長(zhǎng)與組員在中心性指標(biāo)上存在顯著差異,組長(zhǎng)大多位于網(wǎng)絡(luò)的核心,能夠組織并引導(dǎo)組內(nèi)交互活動(dòng)的展開(kāi),且學(xué)習(xí)聲望較高。組間交互網(wǎng)絡(luò)凝聚性一般,網(wǎng)絡(luò)結(jié)構(gòu)較為稀疏,成員之間平均需要兩個(gè)中間人才能建立聯(lián)系,與組內(nèi)交互網(wǎng)絡(luò)相比,形成的網(wǎng)絡(luò)凝聚力不高。組內(nèi)交互網(wǎng)絡(luò)中,其網(wǎng)絡(luò)密度、網(wǎng)絡(luò)距離與學(xué)習(xí)成效均存在顯著相關(guān)性,網(wǎng)絡(luò)中心勢(shì)與學(xué)習(xí)成效不存在顯著相關(guān),二者沒(méi)有直接的關(guān)系;組間交互網(wǎng)絡(luò)中,核心參與者與邊緣參與者的學(xué)習(xí)成效存在顯著差異。網(wǎng)絡(luò)學(xué)習(xí)空間在應(yīng)用于教學(xué)過(guò)程中,應(yīng)鼓勵(lì)學(xué)生主動(dòng)建構(gòu)交互網(wǎng)絡(luò),加強(qiáng)小組內(nèi)外的交流,注重發(fā)展核心成員,關(guān)注并吸引邊緣成員,營(yíng)造信任、共享的良好交互氛圍。
[Abstract]:With the vigorous development and popularization of the "three links and two platforms", the "network learning space for all" as the core of the "three links" has been widely constructed and applied. Learning provides effective support. In cyberspace, learners accomplish their learning tasks mainly through interaction and communication, and through joint consultation. Therefore, how to promote students'active participation in interaction is one of the issues that deserves attention. Based on this, this study intends to use the social network analysis method to analyze the interaction behavior of middle school students in the network learning space, focusing on the analysis of the interaction network formed within the students'group and between the groups. The characteristics of network structure and the impact of different interactive network structures on learning outcomes are explored to provide guidance and suggestions for students'interaction in teaching and learning activities based on network learning space. By using Ucinet 6.0 software, this paper analyzes the network cohesion and the characteristics of learners in the intra-group interaction network, and compares the interaction network structure between different groups, the characteristics of group leader and group members in the network, so as to grasp the characteristics of the intra-group interaction network structure. Secondly, the structure of student-group interaction network is studied. By collecting the data of interaction between QQ discussion group and group in cloud classroom forum, the relationship matrix is established, the network cohesion and the characteristics of learners in group interaction network are analyzed by Ucinet 6.0 software, and the intra-group and inter-group interaction network structure, group leader and group member are also analyzed. Thirdly, the influence of interaction network structure on learning effectiveness is discussed. The influence of interaction network density, network distance and network center potential on learning effectiveness is discussed through correlation analysis and difference analysis. The main conclusions of this paper are as follows: inter-group interaction network cohesion is better, learners are relatively close; group leaders and team members are relatively close; and There are significant differences in the central indicators. Group leaders are mostly located at the core of the network, can organize and guide the development of intra-group interaction activities, and have a high reputation for learning. Network cohesion is not high. In intra-group interactive networks, there is a significant correlation between network density, network distance and learning effectiveness. There is no significant correlation between network center potential and learning effectiveness, and there is no direct relationship between them. In the process of teaching, students should be encouraged to construct interactive networks, strengthen communication within and outside the group, pay attention to the development of core members, pay attention to and attract marginal members, and create a good interactive atmosphere of trust and sharing.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434

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本文編號(hào)：2179237