| 中文题名： | 教师如何让深度合作学习发生？——教师指导学生开展合作学习的优秀个案研究 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 040102 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 教育学硕士 |
| 学位类型： | |
| 学位年度： | 2022 |
| 校区： | |
| 学院： | |
| 研究方向： | 教学论 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2022-06-18 |
| 答辩日期： | 2022-05-30 |
| 外文题名： | HOW CAN TEACHERS MAKE DEEP COOPERATIVE LEARNING HAPPEN?——A CASE STUDY OF A TEACHER GUIDING STUDENTS TO CARRY OUT COOPERATIVE LEARNING |
| 中文关键词： | |
| 外文关键词： | |
| 中文摘要： |
合作学习是在班级授课制基础上进行的教学组织变革，对于培养学生的核心素养，促进学生的全面发展具有重要的现实意义和时代价值。然而在教学实践中由于教师应用的乏力低效，合作学习的开展效果却并不理想。基于此，本研究将焦点聚集于合作学习中的教师指导，试图通过揭示深度合作学习中教师主导作用发挥的具体形式以及作用原理来为合作学习质量提升提供依据。本研究将文化-历史活动理论作为研究视角，将合作学习中的深度教学视为教师通过协调活动系统诸要素之间的关系来实现学生发展的过程，运用个案研究法选取在北京市某校开展的优秀合作学习课例进行分析。本研究将个案开展分为准备阶段、组建小组、小组合作、组间交流四个子系统来进行具体分析，遵循着“问题情境界定—教学转化”的推演逻辑来解释教师主导的作用机制。具体而言，本研究主要围绕两大问题展开：(1)在合作学习的各个活动子系统中，教师通常会遇到哪些困难或问题？能够从中界定哪些主要的矛盾？(2)在个案中，教师是如何解决这些问题的？基于数据分析结果，初步得到了以下研究结论。 首先，合作学习活动的相对独立性与学生认识依赖性之间的矛盾构成了阻碍深度合作学习开展的主要问题。实现该矛盾转化的关键在于提高学生自主性学习的质量，教师运用认知策略、学习单等思维脚手架可以为学生学习新知提供固着点，降低学生在认识过程中对教师的依赖程度。其次，在组建小组阶段，教师需要创设发展性利益共同体机制来统筹个体和共同体之间的矛盾关系，而这一机制则需要多维立体的分工体系来维持运转。在纵向上通过任务的梯度建设帮助学生确证自己的主体位置，在横向上通过角色轮换帮助学生形成积极互赖关系。同时，为了真正实现小组合作阶段的深度交互，教师要保障教学认识过程与丰富的交往结构相匹配。在内容上为学生提供具有开放性和综合性的教学任务；在过程中引导学生充分展示内在思维过程，利用工具为学生提供合作聚焦点。最后，在组间交流阶段，教师要处理好互动生成性与发展定向性的矛盾。基于生成性的合作成果，教师对于互动的内容和方向的有效把控能够进一步提升交互质量，实现教学目标。
总的来看，合作学习隐含着认识活动相对独立性与认识主体依赖性、个体差异性与共同体规约性、合作时间与教学效率、过程生成性与目标定向性等多重矛盾关系。在深度合作学习中，教师主要通过两种形式来实现矛盾的教学转化：一种是教师直接参与把控合作的方向；另一种是借助自主学习单、思维工具、规则、角色分工等多种中介物来提高学生的合作能力、统筹学生个体在合作中的发展性利益以此促进深度交互的发生。在这一过程中，教师扮演着组织者、引导者、调控者、合作者等多重角色 |
| 外文摘要： |
Cooperative learning is a reform of teaching organization based on the class teaching system. It has important practical significance and contemporary value for cultivating students' core literacy and promoting their all-round development. However, in teaching practice, the effect of cooperative learning is not ideal due to the weak and inefficient application of teachers. Based on this, this research focuses on teacher guidance in cooperative learning, and attempts to provide a basis for improving the quality of cooperative learning by revealing the specific forms and principles of teacher-leading role in deep cooperative learning. This study takes the cultural-historical activity theory as a research perspective, and regards the in-depth teaching in cooperative learning as a process in which teachers realize the development of students by coordinating the relationship between the elements of the activity system. An analysis of excellent cooperative learning lessons. This study divides the case development into four subsystems: preparation stage, group formation, group cooperation, and inter-group communication for specific analysis, and follows the deduction logic of "problem situation definition-teaching transformation" to explain the teacher-led mechanism. Specifically, this research focuses on two major questions: (1) What difficulties or problems do teachers usually encounter in each activity subsystem of cooperative learning? What major contradictions can be identified from this? (2) How did the teacher solve these problems in the case? Based on the data analysis results, the following conclusions were initially obtained.
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First, the contradiction between the relative independence of cooperative learning activities and the cognitive dependence of students constitutes the main problem hindering the development of deep cooperative learning. The key to realizing this contradiction is to improve the quality of students' autonomous learning. Teachers can use cognitive strategies, study sheets and other thinking scaffolding to provide anchor points for students to learn new knowledge and reduce students' dependence on teachers in the process of cognition. Secondly, in the stage of forming a group, teachers need to create a developmental interest community mechanism to coordinate the contradictory relationship between individuals and the community, and this mechanism requires a multi-dimensional system of division of labor to maintain its operation. In the vertical direction, the gradient construction of tasks helps students to confirm their main position, and in the horizontal direction, it helps students to form a positive interdependence relationship through role rotation. At the same time, in order to truly realize the deep interaction in the group cooperation stage, teachers should ensure that the teaching cognition process matches the rich communication structure. Provide students with open and comprehensive teaching tasks in terms of content; guide students to fully display their inner thinking process in the process, and use tools to provide students with a focus for cooperation. Finally, in the stage of inter-group communication, teachers should deal with the contradiction between interactive generative and developmental orientation. Based on the results of generative cooperation, teachers' effective control of the content and direction of interaction can further improve the quality of interaction and achieve teaching goals. In general, cooperative learning implies multiple contradictory relationships, such as the relative independence of cognitive activities and the dependence of cognitive subjects, individual differences and community conventions, cooperation time and teaching efficiency, process generation and goal orientation. In in-depth cooperative learning, teachers mainly realize the contradictory teaching transformation through two forms: one is that teachers directly participate in controlling the direction of cooperation; Intermediaries are used to improve students' cooperation ability and coordinate the developmental interests of individual students in cooperation to promote the occurrence of deep interaction. In this process, teachers play multiple roles such as organizers, guides, regulators and collaborators. |
| 参考文献总数： | 83 |
| 作者简介： | 田艺炜，课程与教学论专业硕士研究生 |
| 馆藏号： | 硕040102/22040 |
| 开放日期： | 2023-06-18 |
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