同伴对话反馈对大学生在线深度学习的影响研究

doi:10.16382/j.cnki.1000-5560.2022.03.010

摘要/Abstract

摘要：

高校在智能时代的背景下需要更加重视深度学习人才的培养和学生深度学习能力的训练，基于同伴对话反馈的讨论式学习是高校课堂中激发学生高阶思维、加深学习投入度的重要实现途径。研究通过自然状态下的探索性实验探究了基于小组在线讨论活动的同伴对话反馈策略对大学生深度学习的促进作用以及学生在同伴对话反馈过程中存在的表现特征与规律。研究发现：（1）基于小组在线讨论活动的同伴对话反馈策略可以显著促进学生的学习方法从浅表学习转向策略学习和深度学习，尤其对浅表学习者作用较明显，对深度学习者可能存在负面效果；（2）此类活动可以显著促进学生的认知层次从单一或低级多元结构到中高级多元结构的转变，但尚不能激发学生的思维水平发展到更高层次的关联结构和抽象拓展结构；（3）更积极参与活动的深度学习者的认知层次并没有比浅表学习者提升更佳，尽管他们在带动浅表学习者参与和学习方法深化方面有着较为积极的作用。以上发现为高校教师更好地设计混合教学情境下的深度学习活动提供了建议。

关键词: 高校教育, 深度学习, 在线讨论, 同伴对话反馈

Abstract:

In the context of the intelligent era, colleges and universities need to pay more attention to the cultivation of deep learning talents and the training of student’ deep learning ability. Discussion-based learning with dialogic peer feedback strategy is an important way to stimulate students’ high-level thinking and deepen their learning input in classrooms. Through an exploratory experiment in the natural state, the research explores the influence of dialogic peer feedback strategy based on online discussion in group on college students’ deep learning and the characteristics of students’ online participation. The study found that: (1) dialogic peer feedback strategy based on online discussion in group can significantly promote students’ learning approach from surface approach to strategic and deep approach, especially for surface learners, which may have negative effects on deep learners; (2) such activity can significantly promote the transformation of students’ cognitive levels from unistructural or low-level multistructural to high-level multistructural, but it has not yet stimulated the development of students’ cognitive levels to relational and extended abstract structures; (3) the cognitive level of deep learners who are more actively involved in activities is not better than that of surface learners, although they have an important role in driving surface learners to participate in and deepen their learning approaches. Based on the findings, some suggestions are provided for college teachers to better design deep learning activities in blended learning environment.

Key words: higher education, deep learning, online discussion, dialogic peer feedback

姚佳佳, 李艳, 潘金晶, 程萌萌. 同伴对话反馈对大学生在线深度学习的影响研究[J]. 华东师范大学学报(教育科学版), 2022, 40(3): 112-126.

Jiajia Yao, Yan Li, Jinjin Pan, Mengmeng Cheng. Research on the Influence of Dialogic Peer Feedback on College Students’ Online Deep Learning[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(3): 112-126.

图/表 13

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小组在线讨论活动安排表"

周次	讨论问题/任务
4	影响资源获取和利用的最主要因素是什么？（环境条件问题？使用者的能力问题？资源本身的问题？还是教育培训问题？抑或其他因素？）请选择一个你认为最重要的因素并阐述理由。
5	课件制作与使用的哪些方面会依次如何影响实际教学效果？（PPT教学内容设计方面？PPT视觉设计方面？PPT资源素材方面？还是PPT使用行为方面？抑或其他方面？）请对你认为重要的方面按照影响程度依次排列并阐述理由。
6	从教学视角出发，快速建站系统建立的网页与PPT、微课的异同点有哪些（请给出清晰的比较分析）？微课作为三者中最备受争议的一个教学工具，你对其在教学中的使用持何态度（如果支持多多利用，请给出如何利用好的方案；如果不建议经常使用，请给出具体的分析理由）？
7	智慧课堂与传统课堂以及传统信息技术支持的课堂之间有何具体差异（请利用图表或思维导图等可视化工具给出系统的比较分析结果）？作为新时代备受瞩目和赋予众望的智慧课堂，它如何促进传统课堂或传统信息技术支持的课堂所做不到的学生对知识更深层的学习和理解（请利用图表、流程图或思维导图等可视化工具给出你思考和探究的结果）？
8	回顾历年高等教育和基础教育地平线报告中的技术、趋势、挑战的发展过程，你认为技术与教育融合最大的趋势和问题是什么，并从自己今后可能作为一个基础教育或高等教育教师的角度给出自己会如何应对的方案？（有能力的同学可结合图表可视化呈现两个教育领域历年的发展变化过程并突出显示自己选定的重点趋势和问题）根据你选定的技术趋势、应用问题以及你认为游戏化学习最大的难点，以开展游戏化教学为例，简单设计一项技术融入教学的主题学习活动，并分析在你的设计中是如何体现相关趋势、避免相关问题和解决相关难点的（请结合图表或活动流程图等工具可视化呈现自己简单的设计思路）？

表 2

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表 5

表 6

表 7

表 8

学习者分类依据及特征描述"

序号	类型	三种学习方法组合			特征描述
序号	类型	D	A	S	特征描述
1	NA	0 ?	0 ?	0 ?	低成就动机者：此类学生学习需求低下，但不一定智力低下，往往在公开评估他们的能力尤其在竞争环境下，其防御能力很高，最大恐惧是害怕因为失败而丢面子，因此其往往是熟练的任务回避者，会通过“忘记”关键任务、给自己设定不可能的高目标或微不足道的目标甚至是身心疾病等原因来达到这一目的。
1	NA	+	0 ?	+
2	S	0 ?	0 ?	+	一般浅表学习者：此类学生一般学术自我信念较差，会低估自己相对于同伴的表现，并对自己的表现不满意；他们在客观标准上表现不佳，并有可能因此而不成熟地放弃学习；在适合死记硬背的学习任务中，他们可能会做得很好，但前提是知识结构并不那么复杂。
3	SA	0 ?	+	+	成就导向的浅表学习者：此类学生也想要取得成就，但他们采用表面方法来实现目标，通常没有获得成功，但他们确实有想做好的心，可能需要老师引导他们采用合理的学习策略组织他们的学习，鼓励他们合理安排学习时间、科学做好学习笔记等，尤其阻止其死记硬背。
4	A	0 ?	+	0 ?	纯成就导向者：此类学生主要对获得好成绩感兴趣，他们往往会目的明确、雄心勃勃地基于高结构的课程大纲学习，具有很高的学术自我信念，并在常规考试中表现良好，但其有时会成为机会主义者，不愿意与同伴透露学习相关信息、讨论学习任务内容或给予同伴帮助等。
5	D	+	0 ?	0 ?	一般深度学习者：此类学生学业表现往往较为出色，会遵循自己的学术兴趣，并能够结合自身经历，自主挖掘案例，以及跟进自己的学习过程，擅长和适合独立学习，不喜欢被老师过于指导。
6	DA	+	+	+ 0 ?	成就导向的深度学习者：此类学生结合了深度学习者和成就导向者的优点，将意义寻求、基于兴趣的探索、联系自身经历的学习与针对课程大纲精心计划的学习策略相结合，从而在相关主题中获得高分，其获得的往往是高质量的学习结果，通常学习过程没什么问题。

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	一般在线讨论活动	同伴对话反馈活动
对话的目标对象	教师发布的讨论问题或合作任务	同伴针对问题或任务发表的观点或作品
对话的互动方式	在同一问题或合作任务下，不同学生各自发表自己观点或仅自己承担分工部分的作品成果	针对同伴发表的内容给出针对性反馈，对同伴的观点或作品进行批判性质疑或改进性评价等
对话的训练能力	自主思考问题、解决分工任务为主，基于浏览他人观点或成果的自我反思改进为辅	对他人观点、作品或反馈内容进行批判性思考、基于同伴反馈对自身内容针对性反思改进等

学习方法倾向维度	题数	题项样例	等级
深度学习方法	6	当我在学习和研究一个新的主题时，我会试图思考如何把脑子里的所有想法都结合到一起。	1=完全不符合；2=有点不符合；3=不确定；4=有点符合；5=非常符合
策略学习方法	6	我会认真管理自己的学习时间以达到充分利用。
浅表学习方法	6	我常常对需要记忆的内容无法很好地理解。

学习方法层次	深度学习方法	策略学习方法	浅表学习方法
前测α系数	0.73	0.78	0.68
后测α系数	0.74	0.78	0.76

认知层次		对问题的回应特征	评分
无结构		学生并没有理解问题核心或只反馈了问题无关紧要的方面，对问题解决的意义不大。	0
单一结构		学生只单独反馈了问题相关的其中一个方面，缺乏问题解决的主要观点。	1
多元结构	低	学生对问题相关的不止一个方面进行了反馈，但反馈内容和范围有限，且反馈时没有对这些方面涉及的知识信息进行整合、联系，而是将其视为彼此独立不相干的部分进行分别回应，没有对表达的主要观点进一步发展。	2
	中	学生对问题相关的较多方面进行了反馈，但反馈缺乏对这些方面相关知识信息的有机整合，只是依次罗列、排序地回应，对主要观点没有或进行了较为简单的发展。	3
	高	学生对问题相关的较多方面进行了反馈，且尝试在反馈中整合其中某些方面相关的知识信息，但没有实现全面的整合，通过详细阐述、拓展、示例对一部分主要观点进行了发展，反馈较为丰富。	4
关联结构	低	学生对问题相关的大部分知识信息进行了整合反馈，可能有少数内容略微偏离整体讨论主题或框架，但没有出现完全无关或独立的内容模块，相关主题、观点都在详细阐述、拓展、示例的论证过程中得到了一定的发展。	5
关联结构	高	学生全程基于有力的结构化论证对问题相关的知识信息进行了全面的整合反馈，没有出现任何无关的内容，所有相关的主题、观点都在详细阐述、拓展、示例中得到了很好的发展。	6
抽象拓展结构		学生在关联的基础上，对问题进行更全面的思考，概括出更抽象的特征，生成一般性假设并应用到新情境中，拓展问题本身的意义。	7

	讨论1	讨论2	讨论3	讨论4	讨论5	总计
原发帖量	90	92	99	96	103	480
回帖量	46	130	125	109	136	549
单个学生最高发帖总量	4	8	12	8	10	—