王妍莉 付玉娜* 刘思嘉 区文诗
（西北民族大学 教育科学与技术学院，甘肃 兰州 730030）
【摘 要】协作学习对学习者认知发展的影响已经得到了广泛的关注，本研究采用内容分析、认知网络分析和滞后序列分析法，深入探讨静态随机、动态同质、动态异质三种分组策略对小组协作学习中群体认知的影响。研究结果显示，不同分组策略对群体认知的影响各异，但其发展轨迹均符合群体认知理论的线性和顺序性结构，信息交换在群体认知发展中起核心作用，信息交换过程中对信息结构的关注是群体认知低阶转向的关键。在静态随机分组策略中，成员间逐渐达成共识，协作过程侧重于信息交互；动态同质分组策略则能有效促进全体学习者积极参与协作学习；而动态异质分组策略则更利于学生间的观点碰撞和交流，有助于形成更高水平的群体认知。因此，教师在选择分组策略时，应根据学生特点和教学目标合理设计分组策略，以优化协作学习效果和群体认知的发展。
【关键词】分组策略；动态分组；群体认知
Research on the Impact of Grouping Strategies on Group Cognitive Development
WANG Yanli, FU Yuna*, LIU Sijia and OU Wenshi
( School of Education Science and Technology, Northwest Minzu University, Lanzhou 730030, China)
Abstract: The impact of collaborative learning on learners’ cognitive development has received widespread attention. This article employed Content Analysis, Epistemic Network Analysis and Lag Sequence Analysis to explore the effects of three grouping strategies (static random, dynamic homogeneous, and dynamic heterogeneous) on group cognition in collaborative learning. Results indicate that different grouping strategies have distinct impacts on group cognition, whereas their developmental trajectories align with the linear and sequential structure of group cognitive theory Information exchange plays a core role in the development of group cognition, and the focus on information structure during the information exchange process is the key to the low-level shift of group cognition. In static random grouping, members gradually reach consensus, emphasizing information exchange. Dynamic homogeneous grouping effectively promotes active participation among all learners, while dynamic heterogeneous grouping fosters diverse viewpoints and interactions, leading to higher-level group cognition. Accordingly, teachers are advised to carefully design grouping strategies based on student characteristics and teaching objectives to optimize collaborative learning outcomes and group cognitive development.
Keywords: grouping strategies; dynamic grouping; group cognition
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分组策略对小组群体认知发展的影响研究.pdf
