【作 者】：
陈羽洁， 张义兵， 徐朝军
【关 键 词 】：
中间人； 外组中间人； 知识建构； 特征分析
【栏 目】：
网络教育
【中文摘要】：
知识建构理论鼓励学生进行组间交互形成高层次的集体认知责任，教学过程中会生成一类特殊角色——外组中间人。为探究外组中间人的特征与作用以支持知识建构理论的发展与教育实践，研究全程跟踪南京师范大学硕士班“学习科学”知识建构课堂，原始数据是学生在数课云平台上发表、建构与评论的观点及交互的次数与方向。运用UCINET确定外组中间人，以描述性统计及内容分析归纳外组中间人的关键特征与作用。研究表明：知识建构社区中的外组中间人具有生成性、动态性、嵌套性与间接性的特征；他们通过观点陈述、提供资料、持续追问等方式干预外组活动；他们不仅是信息中介，更是知识中介。教师敏锐发现外组中间人，有意识地积极引导，将有助于促进社区深度知识建构的发展。
【英文摘要】：
Knowledge building encourages students to interact with each other within different groups to form a high-level of collective cognitive responsibility, in which a special role (a mediator) with unique features and functions is generated. In order to explore the unique features and functions of the mediator to support the development of knowledge building theory and educational practice, this study has tracked
"Learning Science" in the master's program of Nanjing Normal University. Raw data refers to the number and direction of students' views and interactions expressed, constructed and commented on Shuke. UCINET is used to determine mediators in outside groups and descriptive statistics and content analysis are used to summarize the key features and functions of mediators. It is found that mediators in outside groups in knowledge building community are generative, dynamic, nested and indirect. They interfere with the activities of other groups by stating their ideas, providing information and asking questions continuously. They are not only information mediators but also knowledge mediators. Teachers can be sensitive to those mediators and guide them consciously and actively to promote the deep knowledge construction in the community.