發(fā)布時(shí)間：2018-11-03 13:26

【摘要】：隨著知識(shí)與技術(shù)的迅猛發(fā)展,傳統(tǒng)學(xué)習(xí)模式受到前所未有的挑戰(zhàn)。而在線學(xué)習(xí)得到了普遍的關(guān)注和應(yīng)用,其不僅能夠克服時(shí)間、地點(diǎn)、空間的限制,也可以為學(xué)習(xí)者提供優(yōu)質(zhì)的網(wǎng)絡(luò)學(xué)習(xí)資源、多樣化學(xué)習(xí)工具、自由廣泛的學(xué)習(xí)空間等三位一體的全新學(xué)習(xí)環(huán)境,更好的滿足學(xué)生學(xué)習(xí)需求,有利于促進(jìn)終生學(xué)習(xí)的實(shí)現(xiàn)。在線討論是在線學(xué)習(xí)中學(xué)習(xí)者信息交流和知識(shí)共享的重要途徑,是支持在線學(xué)習(xí)交互過(guò)程和協(xié)作過(guò)程的重要形式,能夠促進(jìn)學(xué)習(xí)者新知識(shí)建構(gòu)、高級(jí)認(rèn)知活動(dòng)。然而,依據(jù)大量實(shí)驗(yàn)結(jié)果顯示,目前在線討論效果并不理想,學(xué)生參與討論的積極性不高,討論質(zhì)量較低。因此,采取何種措施能夠有效提高在線討論中學(xué)生的參與度已成為在線學(xué)習(xí)中非常關(guān)鍵的問(wèn)題。學(xué)生在線討論的參與度是對(duì)參與的效果進(jìn)行評(píng)價(jià),是復(fù)雜且難以直接量化的。目前,國(guó)內(nèi)研究者主要集中于在線學(xué)習(xí)參與度的模型、理論以及策略等方面的研究,而缺少對(duì)提高學(xué)生在線討論參與度的策略研究。因此,本文基于已有研究理論和方法,設(shè)計(jì)相應(yīng)的策略,促進(jìn)學(xué)生在在線討論中的參與度。具體的研究工作包括:第一,提升在線討論參與度的策略設(shè)計(jì)。通過(guò)對(duì)在線討論參與度相關(guān)文獻(xiàn)的梳理,結(jié)合相關(guān)理論和原則,從教師和學(xué)生的視角,提出促進(jìn)學(xué)生在線討論參與度的策略;并從激發(fā)學(xué)生參與動(dòng)機(jī)、提供參與支持、促進(jìn)參與交互以及督促與反饋四個(gè)維度對(duì)策略的具體措施進(jìn)行闡釋。第二,基于教學(xué)交互活動(dòng)的策略實(shí)施。以華師云課堂的《色彩信息魅力》課程為例,利用云課堂論壇與QQ工具,設(shè)計(jì)基于課程任務(wù)的教學(xué)交互活動(dòng),并將任務(wù)進(jìn)行分解,以每個(gè)任務(wù)為主題內(nèi)容,分別組織兩個(gè)班級(jí)學(xué)生進(jìn)行多次在線討論,將部分干預(yù)策略應(yīng)用于學(xué)生的在線討論過(guò)程中,引導(dǎo)學(xué)生深入交互。第三,策略有效性檢驗(yàn):采用準(zhǔn)實(shí)驗(yàn)研究法,驗(yàn)證實(shí)驗(yàn)策略的有效性。收集策略實(shí)施以后學(xué)生的討論文本和情感體驗(yàn)結(jié)果,以此作為實(shí)驗(yàn)分析依據(jù),從行為參與、認(rèn)知參與和情感參與三個(gè)維度對(duì)學(xué)生在線討論參與度進(jìn)行評(píng)價(jià),其中行為參與是對(duì)學(xué)生發(fā)言、回復(fù)等行為的量化分析,認(rèn)知參與則是對(duì)學(xué)生之間交互網(wǎng)絡(luò)結(jié)構(gòu)和討論內(nèi)容的認(rèn)知編碼結(jié)果進(jìn)行分析,情感參與則是采用情感體驗(yàn)量表對(duì)學(xué)生進(jìn)行問(wèn)卷調(diào)查分析。最后,通過(guò)比較學(xué)生在兩種策略(實(shí)驗(yàn)策略和傳統(tǒng)策略)實(shí)施以后在線討論參與度的評(píng)價(jià)結(jié)果,檢驗(yàn)實(shí)驗(yàn)策略對(duì)提高學(xué)生參與度的影響,最后得出結(jié)論。研究結(jié)果表明:在行為參與方面,學(xué)生主動(dòng)發(fā)言、回復(fù)等行為數(shù)量明顯提升,學(xué)生參與的積極性得到極大提高,有效發(fā)言的數(shù)量顯著增加;但是存在學(xué)生積極反饋他人的行為低于主動(dòng)發(fā)言的行為,說(shuō)明很多學(xué)生處于單向交流。因此,在線討論過(guò)程中除了提高學(xué)生發(fā)言的積極性以外,更要注重促進(jìn)學(xué)生之間的雙向交流,增加學(xué)生相互反饋的行為。在認(rèn)知參與方面,學(xué)生較高認(rèn)知維度的活動(dòng)得到明顯的提升,而較低認(rèn)知維度和中等認(rèn)知維度的活動(dòng)并沒(méi)有顯著差別。在情感參與方面,學(xué)生的情感參與度明顯降低,學(xué)生的消極情感參與度明顯降低,且同時(shí)存在消極與積極的情感體驗(yàn)。通過(guò)以上策略設(shè)計(jì)與實(shí)施過(guò)程、學(xué)生在線討論參與度的量化分析方法,希望為教師制定教學(xué)交互活動(dòng)的策略和方法提供參考與借鑒,從而有效提高學(xué)生在線討論參與度。
[Abstract]:With the rapid development of knowledge and technology, the traditional learning mode has been challenged unprecedented. The online learning has gained universal attention and application, which not only can overcome the limitation of time, place and space, but also can provide the learner with a new learning environment, such as high-quality network learning resources, diversified learning tools, free and wide learning space, and the like, Better meet the student's learning needs and contribute to the realization of lifelong learning. Online discussion is an important way of information exchange and knowledge sharing in online learning. It is an important form of supporting online learning interaction process and collaborative process. It can promote new knowledge construction and advanced cognitive activities of learners. However, according to a large number of experimental results, the online discussion effect is not ideal, the enthusiasm of students participating in the discussion is not high, and the discussion quality is lower. Therefore, how to effectively improve online discussion of middle school students' participation has become a key problem in online learning. The participation of students in online discussion is an evaluation of the effect of participation, which is complex and difficult to quantify directly. At present, domestic researchers mainly focus on the research of online learning participation model, theory and strategy, but lack the strategy research on improving students' participation in online discussion. Therefore, based on existing research theories and methods, this paper designs corresponding strategies to promote students' participation in online discussion. Specific research work includes: First, improve online discussion engagement strategy design. By combing the relevant literature on online discussion, combining the relevant theories and principles, the author puts forward a strategy to promote students' participation in online discussion from the perspective of teachers and students. To promote participation in interaction and to supervise and feedback four dimensions of strategy to explain the specific measures of strategy. Secondly, the strategy implementation based on the teaching interaction activity. using the cloud class forum and the QQ tool to design the teaching interactive activity based on the course task and decomposing the task in the cloud class forum and the QQ tool, and organizing two class students to carry out on-line discussion on the basis of each task as the theme content, Part of the intervention strategy is applied to the online discussion of the students, and the students are guided in-depth interaction. Thirdly, the validity of the experimental strategy is verified by means of quasi-experimental research. After the implementation of the collection strategy, the students' discussion text and emotion experience results are used as the basis of experimental analysis, and the students' participation in online discussion is evaluated from the three dimensions of behavioral participation, cognitive participation and emotion participation, among which the behavior participation is the statement to the students, The quantitative analysis of the response and other behaviors, the cognitive participation is the cognitive coding result of the interaction network structure and the discussion content among the students, and the emotion participation is the questionnaire analysis of the students using the emotion experience scale. Finally, by comparing the students' evaluation results on online discussion after two strategies (experimental strategies and traditional strategies), the influence of experiment strategy on improving students' participation is concluded, and finally the conclusion is drawn. The results show that, in the aspect of behavioral participation, the number of students' active speech, response, etc. is greatly improved, the enthusiasm of students' participation is greatly improved, and the number of effective interventions increases significantly; however, there are students who actively feed back others' behaviors are lower than those of active speech, Explain that many students are in one-way communication. Therefore, in addition to improving students' initiative in online discussion, more attention should be paid to promoting two-way communication among students and increasing students' mutual feedback. In cognitive involvement, the activities of students with higher cognitive dimensions were significantly improved, while activities with lower cognitive dimensions and medium-cognitive dimensions did not differ significantly. In the aspect of emotional participation, students' emotional participation is obviously reduced, the negative emotion participation of students is obviously reduced, and negative and positive emotion experience is also present at the same time. Through the above strategy design and implementation process, students discuss the quantitative analysis method of participation online, and hope to provide reference and reference for teachers to develop strategies and methods for teaching interactive activities, so as to effectively improve students' participation in online discussion.
【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
【分類號(hào)】：G434

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