基于项目的在线协作学习支架策略探究

被引：31

作者：

李梅 ^{[1
]}

葛文双 ^{[2
]}

机构：

[1] 北京开放大学

[2] 陕西师范大学

来源：

现代远距离教育 | 2021年 / 01期

关键词：

基于项目的学习; 在线协作; 认知图式; 认知负荷; 学习支架策略;

D O I：

10.13927/j.cnki.yuan.20210316.003

中图分类号：

G434 [计算机化教学];

学科分类号：

040110 ;

摘要：

基于项目的在线协作学习过程中,学习者面临学习任务、协作过程以及在线环境所带来的认知负荷,支架是降低认知负荷、促进认知发展的有效手段。本研究基于认知图式和认知负荷理论,对基于项目的在线协作学习过程中的四个问题解决环节(问题表征、问题解决方案论证与生成、方案实施、监督与评价)和三类认知活动(同伴交互、个体反思、建模)中学习者面临的认知负荷进行分析。研究发现,学习者在问题解决环节中存在由于问题复杂性、任务高交互性以及自身领域知识不足和问题解决策略缺乏带来的内部认知负荷,以及对学习过程的组织、协调等管理所带来的外部认知负荷。在认知活动中存在因缺乏表达策略与技巧、元认知知识与策略、理解与迁移困难而带来的内部认知负荷,以及协商沟通导致的外部认知负荷。在此基础上,提出基于项目的在线协作学习的四种主要学习支架策略:结构化支架、模型化支架、问题化支架和知识化支架,并对其应用方式及来源进行了阐述。

引用

页码：40 / 47

页数：8

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