| 基于知识论坛的建构学习实证研究 |
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| 引用本文： | 喻芹芹,张义兵,刘瑶.基于知识论坛的建构学习实证研究[J].现代远程教育研究,2014(2):68-75. |
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| 作者姓名： | 喻芹芹 张义兵 刘瑶 |
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| 作者单位： | [1]南京师范大学教育科学院,江苏南京210097 [2]南京市白云园小学,江苏南京210036 |
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| 基金项目： | 国家社会科学“十二五”规划（教育学科）国家一般课题“运用知识建构理论解决学生‘减负’问题的实证研究”（BCA110021）;2013年度江苏省社科基金项目“信息化时代学习方式变革研究”（13JYB004）. |
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| 摘 要： | 知识建构作为一种创新教育理论，强调“对等的知识发展”和“民主化的知识”，重视学生提出的真实观点和现实问题，认为知识建构不应局限于特定的场合。这种理念非常符合我国《综合实践活动课程指导纲要》的要旨，并为弥补当前我国综合实践活动课开展过程中遇到的诸多不足提供了指导。以知识建构理论为指导，探究其应用于综合实践活动课程的核心目标有两个：一是探究学生问题的深度、理解的深度等课程内容方面的学习成效，二是探究学生参与度、合作度（交互程度）、创造性等活动品质方面的发展。在研究“交通”这一现实问题的过程中，学生们经历了“个人观点的提出”、“小组知识的讨论”、“班级社区知识的形成”三个阶段的知识建构过程。对基于知识论坛的建构学习效果采用问题深度量表、解释深度量表、创造性行为量表以及知识论坛自带的ATK分析工具进行综合分析。结果表明：基于知识论坛的知识建构学习，有助于提高学生的参与广度与深度；学生多层面的交互合作，促使问题深度、解释深度由低等级转向高等级；不断反思研究过程，有助于实现学生观点的升华。
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| 关 键 词： | 知识建构 知识论坛 综合实践活动课程 实证研究 |
An Empirical Study on Constructivist Learning Based on Knowledge Forum |
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| Yu Qinqin,Zhang Yibing,Liu Yao.An Empirical Study on Constructivist Learning Based on Knowledge Forum[J].Modern Distance Education Research,2014(2):68-75. |
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| Authors: | Yu Qinqin Zhang Yibing Liu Yao |
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| Institution: | Yu Qinqin, Zhang Yibing, Liu Yao |
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| Abstract: | As a kind of innovative education theory, knowledge building emphasizes on＂symmetric knowledge advancement＂and＂democratizing knowledge＂. It attaches great importance to students＆#39; real ideas as well as authentic problems and considers that knowledge building should not be limited to specific situations. This kind of idea corresponds well with the main idea of Comprehensive Practice Curriculum Guidelines. Besides, it provides guidance for covering the shortage we encountered in the process of carrying out the comprehensive practice curriculum. Guided by knowledge building theory, there are two main goals to achieve in comprehensive practical activity courses：first, we try to explore students＆#39; learning effectiveness about course content, such as the depth of problems and understandings;second, we plan to study the development of the quality of activities, such as the participation, the interaction and the creativity. Take the real problem＂traffic＂as an example. In the process of＂traffic＂theme study, students experienced three stages of construction：＂putting forward personal ideas＂,＂discussing the knowledge of the group＂,＂developing community knowledge＂. ATK analysis tools from Knowledge Forum and the scales to detect the depth of questions and explanations were used to analyze the learning effect. The results proved： that constructive learning based on Knowledge Forum can improve students＆#39; participation in breadth and depth;that students＆#39; multi-dimension interaction can prompt the depth of questions and explanations from low level to high level;that constantly reflections on the research process can help students rise above their ideas. |
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| Keywords: | Knowledge Building Knowledge Forum Comprehensive Practical Activity Courses Empirical Study |
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