开放教育研究
開放教育研究
개방교육연구
OPEN EDUCATION RESEARCH
2015年
4期
99-105
,共7页
合作问题解决%亲和力%情感管理%情感感知%情感反馈
閤作問題解決%親和力%情感管理%情感感知%情感反饋
합작문제해결%친화력%정감관리%정감감지%정감반궤
collaborative problem solving%affinity%emotion control%emotion awareness%emotion feedback
CSCL合作问题解决活动发生在协商和共享的内容空间和关系空间中，情感维度的研究有助于更好地推动CSCL环境中的有效合作互动。在梳理情感、学习中的情感等概念的基础上，文章探讨了CSCL合作问题解决中的情感维度，认为团队成员之间的亲和力、共享心智模型/共享理解和情感管理是CSCL环境中合作问题解决的关键，其中团队成员间的亲和力是营造良好关系空间的基础，心智模型的共享促使合作过程中的交流真正开放，情感管理过程则致力于维持团队的共识和稳定的情感以推动有效的合作互动。文章最后从情感感知和情感反馈两个方面分析学习者的合作情感行为，以期为CSCL合作问题解决提供更好的情感支持。
CSCL閤作問題解決活動髮生在協商和共享的內容空間和關繫空間中，情感維度的研究有助于更好地推動CSCL環境中的有效閤作互動。在梳理情感、學習中的情感等概唸的基礎上，文章探討瞭CSCL閤作問題解決中的情感維度，認為糰隊成員之間的親和力、共享心智模型/共享理解和情感管理是CSCL環境中閤作問題解決的關鍵，其中糰隊成員間的親和力是營造良好關繫空間的基礎，心智模型的共享促使閤作過程中的交流真正開放，情感管理過程則緻力于維持糰隊的共識和穩定的情感以推動有效的閤作互動。文章最後從情感感知和情感反饋兩箇方麵分析學習者的閤作情感行為，以期為CSCL閤作問題解決提供更好的情感支持。
CSCL합작문제해결활동발생재협상화공향적내용공간화관계공간중，정감유도적연구유조우경호지추동CSCL배경중적유효합작호동。재소리정감、학습중적정감등개념적기출상，문장탐토료CSCL합작문제해결중적정감유도，인위단대성원지간적친화력、공향심지모형/공향리해화정감관리시CSCL배경중합작문제해결적관건，기중단대성원간적친화력시영조량호관계공간적기출，심지모형적공향촉사합작과정중적교류진정개방，정감관리과정칙치력우유지단대적공식화은정적정감이추동유효적합작호동。문장최후종정감감지화정감반궤량개방면분석학습자적합작정감행위，이기위CSCL합작문제해결제공경호적정감지지。
The way that students try to solve problems together in Computer-supported Collaborative Learning ( CSCL) environments depends on the relationships between three collective activity dimensions: cognitive dimension, socio-relational dimension and affective dimension. The cognitive, socio-relational and affective dimensions of CSCL are interconnected components that mutually support one another. Cognitive aspects in collaborative learning research have been considered to be primary. However, in recent years, more and more researchers realized that the importance of affective aspects in CSCL environments. In order to understand the importance of students’ affective interpretation in computer-supported collaborative problem solving environment, Section one of this paper reviews the concept about emo-tion, affect, and emotion in learning. Section two discusses the influence from students’ affective awareness on collab-orative problem solving processes and the outcomes from three key factors to CSCL cooperative problem solving:the af-finity between team members, shared mental models and emotion management. Effective collaborative problem solving in CSCL depends on corresponding emotional support and appropriate emotional feedback. Section 3 analyzes the im-portance of emotional awareness and emotional feedback in CSCL environments. At last, we construct an emotional support framework for collaborative problem solving in CSCL to improve students’ social, cognitive and emotional abil-ities.
