李彤彤 王 英 荆莹莹 叶书娜 吴 燕
（天津师范大学 教育学部，天津 300387）
【摘 要】在线讨论中，问题是引发交流、驱动认知互动的核心因素。然而，仅仅抛出问题往往难以引发持续且深入的思维碰撞。问题支架作为从认知和元认知层面提供深层次引导的问题链，能够有效促进讨论过程的持续和优化，进而促进讨论交互深度的提升。然而，当前实践中大多数教师不知道如何设计或使用问题支架，已有研究也缺乏对问题支架的系统性探讨。基于此，本研究针对场问题、头脑风暴问题和焦点问题三类讨论问题，分别设计了程序性与反思性干预问题支架，并通过准实验法验证不同支架在认知网络结构、认知行为路径转换等维度的作用效果。结果表明，问题支架可以在一定程度上提升认知交互深度，且不同问题类型适配的问题支架存在差异，在场问题情境中，反思性干预支架更有效；在头脑风暴和焦点问题中，程序性干预支架效果更优。研究结果为在线讨论中问题支架的精准化设计与教学实践提供了理论支持与模板参考。
【关键词】在线讨论；协作问题解决；问题支架；认知交互深度
The Impact of Question Scaffolding on the Depth of Group Cognitive Interaction in Online Discussions
LI Tongtong, WANG Ying, JING Yingying, YE Shuna and WU Yan
(Faculty of Education, Tianjin Normal University, Tianjin 300387, China)
Abstract: In online discussions, questions are the core factor that triggers communication and drives cognitive interaction. However,merely posing questions often fails to elicit sustained and in-depth collisions of thinking. Question scaffolding, as a set of questions that provide deep guidance from cognitive and metacognitive levels, can effectively promote the continuity and optimization of the discussion process and enhance the depth of interactive discussion. Yet, in current practice, most teachers do not know how to design or employ question scaffolding, and existing research also lacks systematic exploration of question scaffolding. Based on this, this study focuses on three types of discussion questions- situation- field questions, brainstorming questions, and focal questions- and designs procedural and reflective interventional question scaffolding for each corresponding question scenario. A single-factor quasi-experimental method is employed to verify the effects of different scaffolding across dimensions such as cognitive network structure and cognitive behavioral path transitions. The results indicate that question scaffolding can, to a certain extent, enhance the depth of cognitive interaction, and there are differences in the scaffolding adapted to different question types. In field question scenarios, reflective intervention is more effective; in brainstorming and focal questions, procedural intervention yields better outcomes. The findings provide theoretical support and templates references for the precise design and teaching practice of question scaffolding in online discussions.
Keywords: online discussion; collaborative problem solving; question scaffolding; depth of cognitive interaction
下载： 
在线讨论中问题支架如何影响群体认知交互深度.pdf
