远程教育杂志2023，Vol.41Issue(6)：62-70,9.DOI:10.15881/j.cnki.cn33-1304/g4.2023.06.007
多元小组特征对协作问题解决的组态效应
The Configuration Effect of Multivariate Group Features on Collaborative Problem Solving:A Fuzzy-set Qualitative Comparative Analysis(fsQCA)
摘要
Abstract
Collaborative problem-solving skills are essential core competencies for students'current learning and future work.The effectiveness of collaborative problem-solving in practical instructional contexts is influenced by multiple factors.Revealing the mechanism of complex internal and external group characteristics on the level of collaborative problem-solving is a breakthrough point in current research.Taking the collaborative problem-solving of scientific experiment inquiry as research context,this study used the qualitative comparative analysis method based on fuzzy-set to explore the synergistic effect of preset internal characteristics,generative internal characteristics and promoting external characteristics on the level of collaborative problem solving.It was found that the performance of high-level problem-solving is influenced by multiple conditions within and outside the group,specifically manifested as four condition configurations:gender balance under the assistance of collaborative relationships,gender balance under the assistance of teaching interventions,heterogeneity within the group under the guidance of teaching interventions,and close relationship under the guidance of teaching interventions;Balanced gender ratio and high degree of heterogeneity are important presupposition internal conditions;A harmonious collaborative relationship and the application of teaching intervention can compensate for the lack of preset internal conditions.Finally,practical suggestions for cultivating collaborative problem-solving abilities before,during,and after collaboration were proposed.关键词
协作学习/问题解决/影响因素/条件组态/定性比较分析Key words
Collaborative Learning/Problem-solving/Influencing Factors/Condition Configuration/Qualitative Comparative分类
社会科学引用本文复制引用
王辞晓,王小越..多元小组特征对协作问题解决的组态效应[J].远程教育杂志,2023,41(6):62-70,9.基金项目
本文系北京市教育科学"十四五"规划2023年度重点课题"数据驱动的中小学人机协同教学质量评价与提升路径研究"(项目编号:BGAA23030)的研究成果. （项目编号:BGAA23030）
