【作 者】：
李文昊， 任晓曈， 朱希雅， 陈冬敏
【关 键 词 】：
认知弹性设计； 自我调节学习； 定性比较分析； 在线学习行为
【栏 目】：
课程与教学
【中文摘要】：
在线学习环境下开展复杂知识的教学实践往往效果不佳，有学者尝试使用认知弹性理论来改善教学设计、优化学习效果，但基于此理论设计的非线性超文本结构对学习者的自我调节学习又提出了更高的要求。自我调节学习行为对学习成绩的影响不是简单的对称线性关系，而是以整体的组合方式作用于学习过程。文章采用定性比较分析法，从组态视角深度剖析认知弹性设计下影响自我调节学习行为的内在机制，探讨各行为及各行为间组合导致不同学习成绩的原因。研究发现：（1）计划阶段的设置目标行为是导致较好学习成绩的必要不充分条件；（2）计划阶段的制订计划行为是影响学习成绩的无关条件；（3）执行阶段的自我监测和自我调节行为能起到明显的补益作用；（4）反思阶段进行适应性自我反应行为对提高学习成绩更有效。研究结论验证了早期发现，完善了自我调节学习理论，补充并拓展了在线学习的认知弹性设计。
【英文摘要】：
The practice of complex knowledge instruction in online learning contexts often suffers from poor efficacy. Some researchers have attempted to use cognitive flexibility theory to improve instructional design and optimize learning effectiveness, but the nonlinear hypertextual structure featured by cognitive flexibility theory places higher demands on learners' self-regulated learning. Self-regulated learning behavior doesn't affect student performance in a simple symmetrical linear relationship, but acts in a more holistic and integrated manner on the learning process. This study uses qualitative comparative analysis to investigate the internal mechanism of self-regulated learning behavior under cognitive flexibility design from the perspective of configuration, and explores the reasons why different behaviors and their combinations lead to different academic performance. The results indicate that: (1) in the planning stage, the goal-setting behavior is a necessary but insufficient condition for better academic performance; (2) In the planning stage, the plan-making behavior is an irrelevant condition for better academic performance; (3) Self-monitoring and self-regulated behaviors in the execution stage can have a significant complementary effect; (4) Adaptive self-response behavior in the reflective stage is more effective in improving academic performance. The study results corroborate with the previous findings, refine self-regulated learning theory, complement and expand the cognitive flexibility design of online learning.