摘要
元认知是影响互评活动效果的重要因素之一。小组互评是包含小组协作的小组层次的同伴互评,学习者往往缺乏有效的元认知调节。然而,很少有研究注重开发小组元认知支架来帮助学习者在小组互评中进行元认知调节。研究以元认知模型为基础设计了面向小组互评的集体元认知支架模型。通过一项对32名大学生开展的准实验研究,验证了其对学习小组元认知调节的影响。研究结果表明,集体元认知支架对小组元认知调节有明显影响:可以激发小组元认知技能的应用,特别是调节和评估技能;可以增加小组调节前后的评估行为以提高调节的必要性和准确性,充分发挥了评估优化集体元认知调节过程的作用;可以在一定程度上提升小组学习成效。最后讨论了研究结果对小组互评和元认知支架开发的启示。
Metacognition is one of the important factors affecting the effectiveness of inter-group assessment activities.Inter-group assessment is a group-level peer assessment that involves group collaboration,and learners often lack effective metacognitive regulation.However,few studies have focused on developing group metacognitive scaffolding to help learners'metacognitive regulation in inter-group assessment.Based on the metacognitive model,a collective metacognitive scaffolding model for inter-group assessment is designed.A quasi-experimental study with 32 college students is conducted to verify its effects on metacognitive regulation in learning groups.The results show that group metacognitive scaffolding has a significant impact on group metacognitive regulation.It can stimulate the application of group metacognitive skills,especially regulation and evaluation skills.It can increase the assessment behaviours before and after group regulation to improve the necessity and accuracy of regulation,giving full play to the role of assessment in optimizing collective metacognitive regulation processes,and thus improve the effectiveness of group learning to a certain extent.Finally,this paper discusses the implications for inter-group assessment and the development of metacognitive scaffolding.
作者
陈锋娟
刘清堂
张思
高倩倩
CHEN Fengjuan;LIU Qingtang;ZHANG Si;GAO Qianqian(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
2023年第4期94-100,109,共8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
小组元认知支架
小组互评
元认知
元认知调节
Group Metacognitive Scaffolding
Inter-group Assessment
Metacognition
Metacognitive Regulation
