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

基本信息

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

项目摘要

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)

在对跨年级辅导情况下遇到的对话的分析中，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。结果表明，导师的建议导致学习者调节其心理结构。我们提出了以下自我调节技能发展过程的模型：监视和控制。监视：监视（代理，目标，级别）（1）控制：控制（代理，目标，级别，级别）（2）在这里我们描述了学习者（代理）监测员（代理）或控制他自己的或其他级别（级别）AS（1）或（2）。代理被定义为监视或对照的人。目标定义为由代理监测或控制的认知动作。代理或目标的价值是t（教师）或l（学习者）。我们进一步提出了一个学习者的询问和导师的建议的模型，如下：询问：（告诉（代理人，其他人，要做））（3）建议：想要（代理人，其他人，要做）（4）我们建议一个学习者向教师提出一个问题（3），因为他们的询问是他们的问心，因为他们的委托是他们的态度，因为他们的态度是他们的态度。当导师希望学习者参与适当的认知行动（要做）时，我们将建议视为（4）。由于学习者的最初问题代表了他们对难以理解的概念的认识，我们将其描述为（5）。导师向学习者提供的建议以规范其理解的认知行为，我们将其描述为（6）。在本文中，我们表明学习者在导师的建议（8）之后授权了导师的控制。因此，拨款可能会改善学习者的金属结构，从而导致学习者问题的转变为（7）.tell（l，t，Monitoring（l，l，l，now-about）））（7））（7））< - tell（l，t，Monitoring（l，l，l，l，know-about）