- 期刊
“行为－认知”二元视角下协同创作知识建构特征研究－基于过程挖掘和认知网络的方法
Research on the Characteristics of Knowledge Building in Collaborative Creation under the Dual Perspective of "Behavior and Cognition": Based on the Method of Process Mining and Cognitive Networks
摘要
协同创作作为协作学习的重要形式，对培养学习者高阶思维和深层次认知能力具有重要意义。协同创作产生的大量伴随式数据能映射学习者知识建构过程，进而发掘出学习者阶段性知识建构特征。基于此，从“行为－认知”二元视角，运用过程挖掘和认知网络分析方法，对协同创作过程中不同阶段、不同水平学习者的研讨话语数据进行深入挖掘，分析学习者内隐的行为与认知，揭示其知识建构特征与规律。结果表明：（1）从行为视角看，社交和共享型行为是知识建构的核心活动；高分组知识建构发展遵循“共享－冲突－协商－共识”规律，低分组在对话中的探索、协商行为难以推进知识建构交互层次；当出现认知冲突时，高分组易同化同伴观点，而低分组易顺应同伴观点。（2）从认知视角看，随着知识建构的深入，高阶思维和深层理解逐渐凸显，认知结构随时间多元化发展，但“分析－关联结构”始终保持为基础路径，且活动中期是高、低分组学习者认知发展分水岭。分析学习者的知识建构特征有助于教育工作者更好地诊断学习者协作过程中存在的潜在问题，从而调整教学策略以促进其知识构建过程。
並列摘要
Collaborative creation, as an important form of collaborative learning, is of great significance in cultivating learners' higher-order thinking and cognitive abilities. The large amount of accompanying data produced by collaborative creation can map the process of learners' knowledge construction, and then explore the characteristics of learners' phased knowledge construction. From the dual perspective of "behavior and cognition", this study used process mining and cognitive network analysis methods to deeply explore the discourse data of learners at different stages and levels in the collaborative creation process, analyze the implicit behavior and cognition of learners, and reveal their knowledge building characteristics. The results showed that:(1) From the behavioral perspective, social and sharing behaviors are the core activities in knowledge building; The development of knowledge construction of high-group follows the law of "sharing-conflict-negotiation-consensus", while the exploration and negotiation behaviors in low-group's dialogues are difficult to promote the interactive level of knowledge building; When there is cognitive conflict, the high-group is more likely to assimilate peer perspectives, while the low-group tends to conform to peer views. (2) From the cognitive perspective, with the deepening of knowledge building, higher-order thinking and understanding are gradually highlighted, and the cognitive structure has diversified over time. However, the "analysis-relevance structure" has always remained the basic path. The mid-stage is a watershed in the cognitive development of high- and low-groups of learners. Analyzing the knowledge building characteristics of learners can help educators better diagnose potential problems in the collaborative process of learners, and adjust teaching strategies to promote learners' knowledge building process.