基于扩展FC知识图的协作学习支架设计与应用研究OA北大核心CSSCI

Problem-solving collaborative learning is a widely used teaching method in education reform,but the practice is not satisfactory.Providing learning scaffolds is one of the effective means to solve the ineffectiveness of collaborative learning.However,most of the previous studies have focused on teachers'personal experience in providing students with the resources or tools needed for collaborative learning as learning scaffolds,with less consideration of the data dependency between the scaffolding design steps,making it is difficult to answer the detailed questions such as whether the design of the stent is reasonable,whether the position of the stent is accurate,whether it is beneficial to the problem exploration process,and what optimization needs to be carried out of problem solving.For this reason,the article advocates utilizing the information presented in the Extended FC Knowledge Map about students'possible thinking stuck points,wrong thinking paths,and easily forgotten and confusing knowledge as the basis for learning scaffold design,and proposes a prototype of collaborative learning scaffold design for problem solving based on the Extended FC Knowledge Map.The prototype details the specific process of collaborative learning scaffold design and the design method of various types of learning scaffolds.In addition,the article also conducted a case study to analyze the activation rate of the scaffold and its impact on the interactive effect of collaborative learning,the level of verbal interaction,the activation range of knowledge points,and behavioral transformation,which proved the feasibility and effectiveness of the prototype.Meanwhile,it is pointed out that the amount of scaffolding content and the way of presentation are two important dimensions for optimizing learning scaffolding,and the more frequent the scaffolding is activated,the better,and a moderate scaffolding activation rate is more conducive to the development of collaborative learning and the cultivation of students'independent thinking and problem solving ability.