【作 者】：
何文涛， 李梦晴， 王亚萍， 崔馨怡
【关 键 词 】：
协作学习； 学习过程机制图； FC知识图； 一致性； 知识空间
【栏 目】：
课程与教学
【中文摘要】：
分析协作方案与行动之间的一致性可促进协作学习按照预设方案发生，而以往研究多从师生言行维度分析二者之间的一致性，较少关注学生的探究路径。对于问题解决类的协作学习，必然存在问题解决的推理路径，这条路径表征的是学生协作学习的知识空间变化。文章从知识空间维度出发，借助学习过程机制图，从方案中预设路径与实际路径的一致性、协作学习路径多样性、协作学习路径复杂度和协作学习路径转换序列四方面对问题解决类协作学习的探究路径进行个案研究，发现：（1）学生知识储备与思维差异易引起知识点激活范围与解决路径的不同；（2）细致的学习支架与恰当的监督策略可促进协作进程的顺利进行；（3）问题解决类协作学习任务的难度设计需要考虑学生的知识基础；（4）协作学习探究路径的复杂度可真实反映学生知识点的掌握情况。文章通过分析学生协作学习中的探究路径，揭示了协作学习知识空间维度方面的部分特征，对全面理解协作学习、把控学生交互过程具有促进作用。
【英文摘要】：
Analyzing the consistency between the collaborative plan and the action can promote collaborative learning to occur in accordance with the predetermined plan, while previous studies have mostly analyzed the consistency between teachers and students in terms of their words and actions, and paid less attention to students' inquiry path. For problem-solving collaborative learning, there must be a problem-solving path of reasoning, which represents the changes in the knowledge space of students' collaborative learning. From the dimension of knowledge space and with the aid of learning process mechanism map, this paper conducts a case study on the inquiry path of problem-solving collaborative learning from the consistency of predetermined path and actual path in the plan, the diversity of cooperative learning paths, the complexity of cooperative learning paths and the transformation sequence of collaborative learning paths. It is found that (1) differences in students' knowledge reserve and thinking can easily lead to differences in the scope of activation and solution paths of knowledge points. (2) Careful learning scaffoldings and proper monitoring strategies can facilitate a smooth collaborative process. (3)The difficulty of problem-solving collaborative learning tasks needs to be designed with students ' knowledge foundation. (4) The complexity of the collaborative learning inquiry path can truly reflect students' grasp of knowledge points. By analyzing students' inquiry paths in collaborative learning, this paper reveals some characteristics of the knowledge spatial dimension of collaborative learning , which contribute to a comprehensive understanding of collaborative learning and control of students' interaction process.