【作 者】：
陈向东， 陈佳雯， 杨德全
【关 键 词 】：
共享调节； 监控； 协作学习； 教师教研
【栏 目】：
理论探讨
【中文摘要】：
在共享调节学习的序列中，监控的目的在于确定团队尚未实现的内容，引导团队在需要的时候调整任务理解、目标计划和参与行为。对监控的测量、观察或分析，首先需要明确监控活动的基本过程。研究从监控的发生条件、内容维度、调节类型等方面梳理已有研究，据此构建共享调节监控的过程模型，探索监控的内在机制和动态过程。以上海市闵行区高中信息科技教研组的一次教研活动为解释案例，分析了协作中的监控过程，初步验证了模型的适切性。研究表明：“监控的产生”“识别与分析”“反思与评估”“调节与适应”四个阶段是按顺序进行的；监控活动主要由团队面临的困难和挑战所引起，其中，支架干预具有重要作用；虽然识别与分析会在很大程度上引起反思与评估，但是也有一部分会直接导致调节与适应；即便是成熟的教师协作团体，仍然存在一定程度的不适应行为，需要外界的干预和支持。通过对监控序列的剖析，可以开发相应的监控促进策略、干预支架和支持工具，优化共享调节的内部机制。文中个案也体现了共享调节及其监控活动在教师协作活动中的应用效果，对改进教师教研具有重要的实践意义。
【英文摘要】：
In the sequence of socially shared regulatory learning, the purpose of monitoring is to determine what the team has not yet achieved, and to guide the team to adjust task understanding, goal planning and participation behavior when needed. The measurement, observation or analysis of monitoring first requires a clear understanding of the basic process underlying monitoring activities. This study sorts out the existing researches from the aspects of monitoring occurrence conditions, content dimensions and types of regulation, and accordingly constructs a process model of socially shared regulation monitoring to explore the internal mechanism and dynamic processes of monitoring. Taking a teaching and research activity of a high school information technology teaching-research group in Minhang District, Shanghai as an explanatory case, the monitoring process in collaboration is analyzed, and the applicability of the model is preliminarily verified. The study shows that the four stages of "monitoring generation", "identification and analysis", "reflection and evaluation", and "adjustment and adaptation" are carried out in sequence. The monitoring activities are mainly triggered by the difficulties and challenges faced by the team, among which scaffolding interventions play an important role. Although identification and analysis will lead to reflection and evaluation to a large extent, some of them will also directly lead to adjustment and adaptation. Even in mature cooperative groups of teachers, there still has a certain degree of maladaptive behavior that requires external intervention and support. By analyzing the monitoring sequence, the corresponding monitoring promotion strategies, intervention scaffolds and support tools can be developed to optimize the internal mechanism of socially shared regulation. The case in this paper also demonstrates the application of shared regulation and its monitoring in teachers' collaboration activities, which has important practical significances for improving teachers teaching and research.