【摘要】：知識(shí)建構(gòu)已成為人們研究網(wǎng)絡(luò)學(xué)習(xí)環(huán)境中協(xié)作學(xué)習(xí)效果、認(rèn)知發(fā)展水平和理解能力的評(píng)價(jià)標(biāo)準(zhǔn)。學(xué)習(xí)者的參與和交互能夠影響學(xué)習(xí)效果,影響知識(shí)建構(gòu)水平。本研究從社會(huì)網(wǎng)絡(luò)、知識(shí)網(wǎng)絡(luò)和社會(huì)認(rèn)知網(wǎng)絡(luò)三個(gè)角度分析學(xué)習(xí)者的知識(shí)建構(gòu),使用社會(huì)網(wǎng)絡(luò)分析法和內(nèi)容分析法分析網(wǎng)絡(luò)學(xué)習(xí)環(huán)境中學(xué)習(xí)者知識(shí)建構(gòu)的社會(huì)網(wǎng)絡(luò)和知識(shí)網(wǎng)絡(luò),探討學(xué)習(xí)者在知識(shí)建構(gòu)中的社會(huì)網(wǎng)絡(luò)屬性與知識(shí)網(wǎng)絡(luò)關(guān)系,學(xué)習(xí)者的知識(shí)建構(gòu)水平,以及學(xué)習(xí)者在知識(shí)建構(gòu)過(guò)程中的社會(huì)認(rèn)知網(wǎng)絡(luò)發(fā)展。結(jié)果顯示,在網(wǎng)絡(luò)學(xué)習(xí)環(huán)境中學(xué)習(xí)者的社會(huì)網(wǎng)絡(luò)反映了學(xué)習(xí)者的人際關(guān)系,反映了知識(shí)在人際網(wǎng)絡(luò)中的傳播路徑、范圍和速度;知識(shí)網(wǎng)絡(luò)反映了學(xué)習(xí)者在知識(shí)建構(gòu)中的關(guān)注熱點(diǎn)和重要討論主題;學(xué)習(xí)者的知識(shí)建構(gòu)水平存在差異,高社會(huì)網(wǎng)絡(luò)屬性和有更多知識(shí)節(jié)點(diǎn)的用戶達(dá)到高階知識(shí)建構(gòu)水平的可能性大。為加強(qiáng)學(xué)習(xí)者的社會(huì)認(rèn)知網(wǎng)絡(luò)發(fā)展,教師需要轉(zhuǎn)變角色,為學(xué)生構(gòu)建社會(huì)認(rèn)知網(wǎng)絡(luò)提供聯(lián)結(jié)。
[Abstract]:Knowledge construction has become a criterion for evaluating the effects of collaborative learning, cognitive development and comprehension in e-learning environments. The participation and interaction of learners can influence the learning effect and the level of knowledge construction. By using social network analysis and content analysis, this paper analyzes the social network and knowledge network of learners'knowledge construction in the network learning environment, explores the relationship between social network attributes and knowledge network, the level of learners' knowledge construction, and the development of learners'social cognitive network in the process of knowledge construction. The results show that the learner's social network reflects the learner's interpersonal relationship, and reflects the path, scope and speed of knowledge transmission in the interpersonal network; the knowledge network reflects the learner's hotspot of concern and important topic of discussion in knowledge construction; the learner's knowledge construction level is different, and the society is high In order to strengthen the development of learners'social cognitive networks, teachers need to change their roles and provide links for students to construct social cognitive networks.
【作者單位】： 北京師范大學(xué)教育技術(shù)學(xué)院"移動(dòng)學(xué)習(xí)"教育部-中國(guó)移動(dòng)聯(lián)合實(shí)驗(yàn)室;湖南科技學(xué)院教育技術(shù)系;
【基金】：北京師范大學(xué)教育學(xué)部學(xué)生科研基金資助項(xiàng)目“移動(dòng)學(xué)習(xí)環(huán)境下的知識(shí)建構(gòu)效果研究”(1612202)
【分類號(hào)】：G434
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本文編號(hào)：2211566