【作 者】：
何文涛， 梁 晨， 庞兴会， 路 璐
【关 键 词 】：
协作学习； 活动任务； FC知识图； 学习过程机制图； 一致性
【栏 目】：
课程与教学
【中文摘要】：
协作学习活动设计包含表层的信息空间设计和深层的知识空间设计两个层次。忽视协作学习的知识空间设计，只设计协作学习的信息空间，难以将协作学习动态限制在预期的范围之内。FC知识图表征的是问题解决的知识推理路径，可用来还原协作学习的知识空间变化。基于此，文章在协作学习概念模型的基础上，构建了以FC知识图为核心的协作学习活动设计技术。该技术通过目标分析、知识建模、知识组块划分、任务设计和一致性检查等各操作之间的强数据依赖关系来确保“目标—手段”的一致性，通过FC知识图及学习支架等设计来引导协作过程的交互动态，促使 “手段—结果”一致。为清楚呈现协作学习的哪些设计要素得到了落实或多余，有理有据地优化协作学习活动，可借助协作学习过程机制图从知识点范围的一致性、解决路径的一致性、任务序列的一致性、突发情况及其对策的一致性和持续时间的一致性五方面研究协作学习行动与协作学习方案的一致性。基于FC知识图设计协作学习活动和基于协作学习过程机制图研究协作学习行动与协作学习方案的一致性能确保“目标—手段—结果”一致，有望解决协作活动并不总能预期转成特定协作学习行为的困境，是协作学习设计的新出路。
【英文摘要】：
The design of collaborative learning activities includes two levels: the design of information space at the surface level and the design of deep knowledge space at the deep level. It is difficult to limit the dynamics of collaborative learning in the expected range by neglecting the design of knowledge space of collaborative learning and only designing information space of collaborative learning. The representation of the FC knowledge graph is the knowledge inference path of problem solving, which can be used to restore the change of knowledge space of collaborative learning. Therefore, this paper, based on the conceptual model of collaborative learning, constructs a design technique of collaborative learning activity with FC knowledge graphs as the core. This technique ensures the consistency of "target and means" through strong data dependencies among operations such as objective analysis, knowledge modeling, knowledge chunking, task design, and consistency checking, and guides the interactive dynamics of the collaborative process through designs such as FC knowledge graphs and learning scaffolds designed according to the FC knowledge graph, so as to promote the consistency of "means and results". In order to clearly show which design elements of collaborative learning are implemented or redundant, and to rationally optimize collaborative activities, the consistency of collaborative learning actions with collaborative learning schemes can be studied in terms of the scope of knowledge points, solution paths, task sequences, contingencies and their countermeasures, and duration by means of collaborative learning process mechanism diagram. Therefore, the design of collaborative learning activities based on FC knowledge graphs and the study of the consistency between collaborative learning actions and collaborative learning schemes based on collaborative learning process mechanism graph can achieve the consistency of "target and means and results", which is expected to solve the dilemma that collaborative activities cannot always be expected to turn into specific collaborative learning behaviors, and is a new way of collaborative learning design.