【作 者】：
周平红， 周洪茜， 张 屹， 林 利
【关 键 词 】：
深度学习； 协同知识建构； 知识进步； 社会认知网络特征； 认知网络分析
【栏 目】：
课程与教学
【中文摘要】：
通过协同知识建构有效引导学习者的认知层次走向深入，对学习者的知识建构历程进行动态性、过程性、综合性评估是学习科学领域研究的重点与难点。本研究基于两个通用的知识构建原则，构建以深度学习为核心的大学生协同知识建构教学模式并开展实证研究。采用社会认知网络特征（SENS）分析法对学生协同知识建构的社会认知演化轨迹进行可视化分析。结果表明：该模式能够显著提升学生的深度学习效果及协同知识建构水平；协同知识建构过程中，学生的社会交互参与度增强，网络凝聚性逐步提升；不同社群学生在不同教学阶段的知识进步水平具有层次性差异，核心组形成了高层次认知网络结构，知识进步呈现进阶演化趋势，半边缘组的认知网络结构具有局部性特点，教学后期才出现明显知识进步，边缘组连接稀疏，共现极少，无明显知识进步。研究为一线教师开展信息化环境下的深度教学提供了借鉴，为解构学习者知识建构历程提供了新的思路。
【英文摘要】：
It is vital and difficult in learning science to effectively guide learners' cognition towards deeper through collaborative knowledge construction, and to evaluate the process of learners' knowledge construction dynamically, procedurally and comprehensively. Based on two general principles of knowledge construction, this study constructs a collaborative knowledge construction teaching model for college students with deep learning as the core, and carries out an empirical study. The Social Epistemic Network Signature (SENS) Analysis method is used to analyze the evolution trajectory of students' collaborative knowledge construction. The results show that this model can significantly improve students' deep learning effect and collaborative knowledge construction level. In the process of collaborative knowledge construction, students' participation in social interaction is enhanced, and network cohesion is gradually improved. There is a hierarchical difference in the level of knowledge progress of students in different communities at different teaching stages. The core group has formed a high-level cognitive network structure, and their knowledge progress presents an advanced evolution trend. The cognitive network structure of the semi-edge group has local characteristics, and the obvious knowledge progress doesn't appear until the late stage of teaching, while the edge group is sparsely connected, with very few co-occurrence and no obvious knowledge progress. This study provides a reference for front-line teachers to carry out in-depth teaching under the information technology environment, and provides a new idea to deconstruct the process of learners' knowledge construction.