【摘要】 以认知主义与建构主义为理论指导提出混合式学习环境下的合作学习模型。对北京市某高校参与"高等数学"课程学生的在线合作学习数据分析发现,接受合作学习模型指导的实验组合作学习过程的知识建构水平显著超过自主合作学习控制组。知识建构行为模式对学生数学考试成绩不具显著性影响,而对课程满意度具有显著性影响。为提高合作学习的知识建构水平和效果,建议老师根据最近发展区精心设计学习任务并平等参与学生合作学习活动,促进学习小组内部可控程度的认知冲突,推动合作学习迈向创新性和批判性等高阶思维。更多还原

【Abstract】 Based on cognitivism and constructivism, this paper first constructed cooperative learning model in blended learning environment. Then the author used the experimental study and the model to promote and assess the cooperative learning of cohorts of first-year engineering students enrolled in a one-semester course of advanced mathematics. Statistical analyses of t-test and correlations showed that the level of cooperative learning was significantly deeper in the experiment group than in the control group. The study also found that significant and positive relationships existed between the depth of cooperative learning and course satisfaction whereas no significant relationships existed between the depth of cooperative learning and final exam results. It was suggested that in order to foster deeper cooperative learning, educators should design learning tasks that are in the learners’ zone of proximal development and participate in students’ cooperative learning as equal partners, and promote controllable cognitive conflict within learning teams leading to higher-order thinking.更多还原