摘要
同伴互评能够促进学习者高阶认知能力的发展。文章采用认知网络分析法,以课程进程中四次作业的同伴互评评语为分析对象,从时间序列视角探索同伴互评对学习者知识建构的过程影响与差异影响,剖析出在高校课程教育中"以评促学"的作用机理。研究发现:同伴互评能有效提高学习者深层次的知识建构,帮助学习者在更高阶认知结构上进行知识构建;在同伴互评策略支持下,高、低元认知自我调节能力水平学习者与整体学习者的知识建构过程趋同,即都经历了从浅层学习到深度学习的发展过程;但是,对于高水平元认知自我调节能力组学习者而言,同伴互评在提升学习者认知结构的综合性和深层次的建构方面,有更加明显的作用。
Peer review can promote the development of learners’higher-order cognitive ability.Using the epistemic network analysis method,this paper took the peer review of four assignments in the course process as analysis objects,explored the process influence and difference influence of peer review on learners’knowledge construction from the perspective of time series,and dissected the action mechanism of"promoting learning with review"in college course education.The results found that peer mutual review could effectively improve learners’deep knowledge construction and help them construct knowledge based on a higher cognitive structure;and the process of knowledge construction of learners with high and low levels of metacognitive self-regulation ability and that of overall learners tended to be the same,that was,they both experienced the development process from shallow learning to deep learning.However,for learners with a high level of metacognitive self-regulation ability,peer review was more helpful to the comprehensive and deep construction of their cognitive structure.
作者
许玮
祝思璇
XU Wei;ZHU Si-xuan(College of Educational Science and Technology,Zhejiang University of Technology,Hangzhou,Zhejiang,China 310023)
出处
《现代教育技术》
CSSCI
2022年第1期44-53,共10页
Modern Educational Technology
基金
国家社会科学基金青年项目“科技馆提升公民科学素养的机理及策略研究”(项目编号:17CTQ050)
浙江工业大学教育科学与技术学院课程建设项目“指向综合认知能力培养的混合式教学课程建设”的阶段性研究成果。
关键词
同伴互评
元认知自我调节能力
知识建构
认知网络分析
时间序列分析
peer review
metacognitive self-regulation ability
knowledge construction
epistemic network analysis
time series analysis
