[目的/意义] 分析大学生网络协作学习中的对话文本，从而识别出大学生协作学习所采用的认知策略。[方法/过程] 基于信息检索课程，设计网络协作学习任务，收集30名学生完成任务中的对话记录并对其进行编码和分析。[结果/结论] 大学生在网络协作学习过程中，应用中层次的分析型认知策略最多，其次是低层次的直觉型认知策略，高层次的认知策略应用得非常少。研究表明中层次与高层次认知策略的应用与小组学习效果具有正相关性。
[Purpose/significance] This study aims to explore communication contents of college students, and tries to identify the cognitive strategies used in collaborative learning. [Method/process] The experiment was designed based on the information retrieval course and collaborative learning tasks were set up. The online communication records of 30 undergraduate students were collected, coded and analyzed. [Result/conclusion] In the process of Web-based collaborative learning, college students used the middle-level analytical cognitive strategies most, followed by the low-level intuitive cognitive strategies, while the high-level cognitive strategies were rarely used. The research shows that the application of middle level and high level cognitive strategies is positively correlated with the group learning effect.
[1] 张莉. 社会网络视域下的用户协同信息行为与图书馆信息服务新趋势[J]. 图书情报工作, 2012, 56(7):49-53.
[2] 谢舒潇, 黎景培. 网络环境下基于问题的协作学习模式的构建与应用[J]. 电化教育研究, 2002(8):44-47.
[3] YILMAZ R, YILMAZ F G K, CAKMAK E K. The impact of transactive memory system and interaction platform in collaborative knowledge construction on social presence and self-regulation[J]. Interactive learning environments, 2017, 25(8):949-969.
[4] 郑兰琴. 协作学习交互分析方法之反思[J]. 现代远程教育研究, 2013(5):91-99.
[5] 刘梅梅. 知识论坛中学习交互行为对知识创造能力的影响研究[D]. 武汉:华中师范大学,2019.
[6] ZHENG B, WARSCHAUER M. Participation, interaction, and academic achievement in an online discussion environment[J]. Computers & education, 2015, 84:78-89.
[7] 田永臻. 知识论坛中学习共同体的交互行为研究[D].济南:山东师范大学,2017.
[8] 刘淑芬. 在线协作学习中社会网络结构与知识建构层次的演化分析[D].金华:浙江师范大学, 2019.
[9] YANG X, LI J, XING B. Behavioral patterns of knowledge construction in online cooperative translation activities[J]. The Internet and higher education, 2017, 36:13-21.
[10] 李艳燕,彭禹,康佳,等. 在线协作学习中小组学习投入的分析模型构建及应用[J].中国远程教育,2020(2):40-48,77.
[11] 王哲, 张鹏翼. 学习小组在线知识协作中的用户角色与行为[J] 图书情报工作, 2018, 62(7):77-87.
[12] GASEVIC D, ADESOPE O, JOKSIMOVIC S, et al. Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions[J]. The Internet and higher education, 2015, 24:53-65.
[13] KEⅡCHI T. Bruner's theory of cognitive development[A]//WRIGHT J D. International encyclopedia of the social & behavioral sciences, 2nd ed. Amsterdam:Elsevier, 2015:880-885.
[14] 王亚. 基于群体认知的在线学习活动设计与实施研究[D]. 金华:浙江师范大学, 2019.
[15] 梁宁建. 当代认知心理学[M]. 上海:上海教育出版社, 2014.
[16] FRANCIS G, GALOTTI K. Cognitive psychology in and out of the laboratory[M]. 5th ed. Thousand Oaks, CA:SAGE Publications, 2014.
[17] 加涅.学习的条件和教学论[M]. 皮连生,等译.上海:华东师范大学出版社, 1999.
[18] 王惠来. 奥苏伯尔的有意义学习理论对教学的指导意义[J]. 天津师范大学学报(社会科学版), 2011(2):67-70.
[19] BRUNER J S, GOODNOW J J, AUSTIN G A. A study of thinking[M]. New York:Wiley, 1956.
[20] WEINSTEIN C E. Assessment and training of student learning strategies[A]//SCHMECK R R. Learning strategies and learning styles. New York:Plenum, 1988:291-316.
[21] DEMBO M H. Applying educational psychology in the classroom[M]. 5th ed. New York:Longman, 1994.
[22] O'MALLEY J M, CHAMOT A U. Learning strategy in second language acquisition[M]. Cambridge:Cambridge University Press, 1990.
[23] 梁云真, 朱珂, 赵呈领. 协作问题解决学习活动促进交互深度的实证研究[J]. 电化教育研究, 2017, 38(10):87-92, 99.
[24] 李毅,石晓利,何莎薇.网络异步交互环境中社会性交互质量的分析——以学历继续教育网络课程为例[J]. 现代远距离教育, 2020(4):35-42.
[25] 陈静. CSCL环境下角色承担对大学生在线讨论参与影响的研究[D]. 金华:华东师范大学, 2018.
[26] 李海峰,王炜.社会系统理论视域下的在线学习共同体构建[J]. 中国电化教育, 2018(6):77-85.
[27] 郑兰琴,梁妙.教师指导对协作学习效果影响的实证研究[J].电化教育研究, 2014, 35(8):89-94.
[28] 贺晓娟. 分布式学习环境下协作学习交互的过程及策略研究[D]. 金华:浙江师范大学, 2019.
