A Study of External Restrictions to the Construction of Knowledge in Unsynchronized Collaborative Learning

非同步协作学习知识建构的外部限制研究

• 批准号: 10680229
• 负责人: KAYASHIMA Michiko
• 金额: $ 1.28万
• 依托单位: Tamagawa University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1998
• 资助国家: 日本
• 起止时间: 1998 至 1999
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-10680229/
• 关键词: self-regulation skill; tutoring; questions; advice; monitoring; control; メタ認知的経験; 学習者の質問

In an analysis of dialogues encountered in cross-aged tutoring situations, we have attempted to indicate what supports or encourages learners to construct their own mental structures. The result indicates that a tutor's advice causes learners to regulate their mental structures. We propose the following model of the developmental process of self-regulation skill: monitoring and controlling.Monitoring: monitoring (Agent, Target, Level) (1)Control: control (Agent, Target, Level) (2)Here we describe that a learner (Agent) monitors or controls his own or others cognition (Target) at some level (Level) as (1) or (2). The agent is defined as a person who monitors or controls. The target is defined as cognitive actions that are monitored or controlled by the Agent. The value of Agent or Target is T (tutor) or L (learner).We further propose a model of learners' questionings and tutors' advice as follows:Questioning: tell (Agent, Others, To do) (3)Advice: want (Agent, Others, To do) (4)We suggest that a learner asks a tutor a question as (3), because learners' questionings imply that they tell tutors their immediate antecedent cognitive actions (To do). As tutors want learners to engage in proper cognitive actions (To do), we consider advice as (4). As learners' initial questions represent their awareness of incomprehensible concepts, we describe them as (5). The advice that tutors give to learners to regulate their cognitive actions of understanding, we describe as (6).Finally, we show that the learner appropriates the tutor's control after a tutor's advice as (8). Thus the appropriation might improve the learner' s metal structure, causing a transformation of the learner's question as (7).tell (L, T, monitoring(L, L, KNOW-ABOUT)) (7)<-tell ( L, T, monitoring( L, L, KNOW-ABOUT)) (5)& want (T, L, control (L, L, KNOW-ABOUT)) (6)& control (L, L, KNOW-ABOUT) (8)

在分析跨年龄段的辅导对话中，我们试图指出是什么支持或鼓励学习者构建自己的心理结构。研究结果表明，教师的指导能促使学习者调整自己的心理结构。我们提出了自我调节技能发展过程的以下模型：监控：监控（主体，目标，水平）（1）控制：控制（主体，目标，水平）（2）这里我们描述了学习者（主体）在一定水平（水平）上监控或控制自己或他人的认知（目标），如（1）或（2）。代理人被定义为监视或控制的人。目标被定义为由Agent监视或控制的认知动作。Agent或Target的值是T（tutor）或L（learner）。我们进一步提出了一个学习者提问和导师建议的模型：Questioning：tell（代理，其他，要做）（3）建议：want（Agent，Others，To do）（4）我们建议学习者像（3）那样向导师提问，因为学习者的提问暗示着他们告诉导师他们的直接先行认知行为（To do）。由于导师希望学习者从事适当的认知活动（To do），我们认为建议为（4）。由于学习者的初始问题代表了他们对不可理解概念的意识，我们将其描述为（5）。教师给学习者的建议，以调节他们的认知行为的理解，我们描述为（6）。最后，我们表明，学习者挪用教师的控制后，教师的建议（8）。因此，挪用可能会改善学习者的心理结构，导致学习者的问题转变为（7）.tell（L，T，monitoring（L，L，KNOW-ABOUT））（7）<-tell（L，T，monitoring（L，L，KNOW-ABOUT））（5）& want（T，L，control（L，L，KNOW-ABOUT））（6）& control（L，L，KNOW-ABOUT）（8）

项目成果

茅島 路子: "非同期型協調学習におけるコミュニケーションの一考察" 日本教育工学会第14回大会講演論文集. 319-322 (1998)

Michiko Kayashima：“异步协作学习中的沟通考虑”日本教育技术学会第 14 届年会论文集 319-322（1998 年）。

Michiko Kayashima: "Evaluating Collaborative Learning using BBS -focusing on guestions of learners" Proceeding of EDMEDIA/ED-TELECOM98. 691-696 (1998)

Michiko Kayashima：“使用 BBS 评估协作学习 - 关注学习者的意见”EDMEDIA/ED-TELECOM98 论文集。