摘要
元认知是对协作过程的监控和调节,对成功的协作学习至关重要。为弥补当前研究对在线协作对话中元认知分析的不足,基于对话学习理论构建了在线协作学习对话分析模型,从认知性、社会性和元认知三个维度共12个指标对在线协作会话进行内容分析。研究发现,该分析模型能全面分析在线协作对话,尤其是元认知对话的成效:认知冲突可促进认知性对话的高水平发展;元认知体验表达不足会限制元认知活动;个体元认知对认知性对话有显著正向促进作用;社会元认知对社会性对话有显著正向促进作用。鉴于此,研究提出了相关建议,以提升在线协作学习成效。
Metacognition is the monitoring and regulation of the collaborative process,which is crucial to successful collaborative learning.To make up for the lack of metacognitive analysis in online collaborative dialogues in current research,a dialogue analysis model of online collaborative learning dialogues is constructed based on dialogue learning theory.A total of 12 indicators are used to analyze the content of online collaborative dialogues from three dimensions:cognition,sociality and metacognition.The results indicate that the model can comprehensively analyze the effectiveness of online collaborative dialogues,especially metacognitive dialogues.Cognitive conflicts can promote the high-level development of cognitive dialogues.Inadequate expression of metacognitive experiences will limit metacognitive activities.Individual metacognition has a significant positive contribution to cognitive dialogues,and social metacognition has a significant positive contribution to social dialogues.In view of this,some recommendations are put forward to enhance the effectiveness of online collaborative learning.
作者
刘清堂
陈锋娟
张思
陈娟
杨晓丹
LIU Qingtang;CHEN Fengjuan;ZHANG Si;CHEN Juan;YANG Xiaodan(Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan Hubei 430079)
出处
《电化教育研究》
CSSCI
北大核心
2022年第11期53-59,共7页
E-education Research
基金
2020年度国家自然科学基金面上项目“面向大规模在线教育的学习者协作会话能力评估模型及干预机制研究”(项目编号:62077016)
2021年湖北省教育科学规划项目“构建线上线下融合的课堂新型教学模式创新实证研究”(项目编号:2020GA005)。
关键词
在线协作学习
对话分析
个体元认知
社会元认知
Online Collaborative Learning
Dialogue Analysis
Individual Metacognition
Social Metacognition
