资源型学习支架对小学生R-STEM学习投入的影响研究
张胜歌1 杨彦军2
（1.江西师范大学 教育学院，江西 南昌 330022；2.南昌大学 教育发展研究院，江西 南昌 330031）
【摘 要】随着人工智能与机器人技术的快速发展，基于机器人套件的R-STEM教育逐渐成为中小学STEM教育的重要形态，如何有效地支持学生在R-STEM协作学习活动中的自主探究过程成为关键问题。资源型学习支架作为一种重要的教学策略，其效果及不同表现形式对学生R-STEM学习投入的影响尚缺乏实证依据。为此，本研究以某小学五年级学生为对象，在R-STEM协作学习情境下开展准实验研究，设置无支架对照组、图表型支架组（图表组）和文本型支架组（文本组），综合运用量表与脑电信号监测，系统分析资源型学习支架对小学生R-STEM学习投入的影响。结果表明：资源型学习支架对小学生的R-STEM学习投入具有促进作用，尤其在认知投入方面；不同表现形式的资源型支架（图表支架和文本支架）在促进学习投入方面未呈现显著差异。基于此，建议在R-STEM学习支架设计中整合多形式优势，构建多样化支持体系，并探索引入教育智能体实现个性化学习支持，以进一步提升学生学习效果与投入水平。
【关键词】STEM；机器人教育；学习支架；资源型学习支架；学习投入
Impact of Resource-based Learning Scaffolds on Primary School Students’ Engagement in R-STEM Learning
ZHANG Shengge1 and YANG Yanjun2
(1. School of Education, Jiangxi Normal University, Nanchang 330022, China; 2. Institute of Education Development, Nanchang University, Nanchang 330031, China)
Abstract: With the rapid development of artificial intelligence and robotics technology, robotics-based R-STEM education has gradually become a vital form of STEM education in primary and secondary schools. How to effectively support students’ self-directed inquiry process in R-STEM collaborative learning activities has become a key issue. Resource-based learning scaffolds, as an important instructional strategy, lack empirical evidence regarding their effectiveness and the impact of different forms. Therefore, this article targeted fifth-grade students from a primary school and conducted a quasi-experimental study in an R-STEM collaborative learning context. It established a no-scaffold control group, a graphic scaffold group (graphic group), and a textual scaffold group (textual group), comprehensively utilizing scales and EEG signal monitoring to systematically analyze the impact of resource-based learning scaffolds on primary school students’ engagement in R-STEM learning. Results indicate that resource-based learning scaffolds promote primary school students’ engagement in R-STEM learning, particularly in cognitive engagement; However, resource-based scaffolds in different forms (graphic and textual scaffolds) showed no significant difference in promoting learning engagement. Based on these findings, it is recommended to integrate the advantages of multiple forms in the design of R-STEM learning scaffolds, build a diversified support system, and explore the introduction of educational intelligent agents to achieve personalized learning support, thereby further enhancing learning outcomes and engagement levels.
Keywords: STEM; robotics education; learning scaffolds; resource-based learning scaffolds; learning engagement
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资源型学习支架对小学生R-STEM学习投入的影响研究.pdf
