【摘要】 目的：本研究旨在探究小组合作学习方式对大学生课程收获的影响。方法：本研究采用混合方法研究(MMR)聚敛式设计，定量调查对象为北京大学公卫预防医学2016—2018级262名本科生，应用结构方程模型(SEM)分析课程收获影响因素及潜在中介效应。定性样本为87名学生的书面感想，采用主题框架法进行分析。结果：学生对小组合作学习的教学优势、学习效果、考核效果、课程收获的评分均在8分以上，SEM模型可以解释学生课程收获的60.7%,教学优势直接影响学习效果(β=0.842)和考核效果(β=0.771),学习效果(β=0.328)和考核效果(β=0.525)直接影响学生的课程收获。定性资料编码后与量表设计的维度基本一致，增加了互动性与监督性和协作沟通。定量和定性结果在变量间的作用方向和强度大体一致，但稍有不同。结论：小组合作学习在该课程中的应用反响很好，MMR证明了小组学习的优势，以及与学习效果、考核方式、课程收获间的联系。提示考核方式方面仍有待进一步改革。更多还原

【Abstract】 Objective: This study aimed to explore the impact of group-based cooperative learning on college students’ learning gains.Methods: A convergent mixed-methods research(MMR) design was adopted. The quantitative sample included 262 undergraduate students majoring in preventive medicine at Peking University from the 2016–2018 cohorts. Structural equation modeling(SEM) was used to analyze the influencing factors and potential mediating effects on course learning outcomes. The qualitative data consisted of written reflections from 87 students, which were analyzed using a thematic framework approach.Results: Students rated the teaching strengths, learning outcomes, assessment effects, and overall course gains of group-based learning above 8 out of 10. The SEM model explained 60.7% of the variance in course learning gains. Teaching strengths had direct effects on learning outcomes(β=0.842) and assessment outcomes(β=0.771); learning outcomes(β=0.328) and assessment outcomes(β=0.525) directly affected students’ course gains. The coded qualitative data aligned well with the dimensions of the quantitative scale and added new elements such as interactivity, supervision, and collaborative communication. The quantitative and qualitative results were largely consistent in terms of direction and strength of relationships between variables, with minor differences. Conclusion: The application of group-based cooperative learning in this course was well received. The MMR approach validated the links between cooperative learning, learning outcomes, assessment methods, and course gains, highlighting the need for further reform in assessment practices.更多还原