博碩士論文 951207003 詳細資訊




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姓名 楊馥祤(Fu-yu Yang)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 網路科學探究的合作學習:小組認同與共同作者的決定歷程
(A web-based Collaborative science inquiry: group identity reflected in the decision-making process of co-authorship)
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摘要(中) 本研究源自一個匯聚各地中學生參與的網路科學探究的合作學習,在每週與組員討論任務的互動過程中,從彼此完全陌生,到逐漸關切組員是否重視小組而展現行動力的歷程。利用訪談稿和討論區資料做言談分析,同時採用實踐社群和社型理論為探照鏡,揭露參與心和實踐力落差下的兩類組員,守家者和斷續參與者,如何各取所需的結合,使雙方願意持續上線學習;又怎麼透過對話協商,取得合作時的共識和默契;最後一週共同作者敲定前的喊價拉鋸,組員們對彼此的向心力和貢獻度下註解的歷程,反映了什麼樣的權力議題和價值觀?組員在具化小組認同感時,如何對共同作者資格進行意義賦予,例如學習到作為一名關切小組的組員,究竟該在意什麼,做到什麼,才夠資格成為共同作者?從中捕捉湧現的小組認同樣貌。
摘要(英) This study is a web-based collaborative science inquiry which clustered with the high school students to participate in. In their interactive process of every week which discussed their task, group members from completely unfamiliar with each other, to gradually concern about if their members respect their group and show their actions. Using of the data from interview and discussion forum to do discourse analysis, and also the theories of community of practice and sociation as the searchlight, to explores how the two kinds of members, proactive and ins and outs who have different contributions takes what he needs to enable both sides to continue online learning, and how, through dialogue and negotiation to collaborate and achieve their common consensus; before the decision-making process of co-authorship in the end of the activity, the bids between the two kinds of person reflected what kinds of power issues and values? How the group members given meaning for the qualification of co-authorship. For instance, being a member who attach importance to his group, what he should concern of in order to qualified as the co-author. Thus enable the researcher to capture of the group identity from inside.
關鍵字(中) ★ 協商
★ 共同作者
★ 合作學習小組認同
★ 網路科學探究
關鍵字(英) ★ Collaborative learni
★ A web-based science inquiry
論文目次 中文提要………………………………………………………………………………………i
英文提要…………………………………………………………………………………………ii
誌謝………………………………………………………………………………………iii
目錄………………………………………………………………………………………iv
圖目錄……………………………………………………………………………………vii
表目錄……………………………………………………………………………………viii
一、 緒論 1
1-1 楔子—去 、留抉擇間的學習 1
1-2 研究動機 2
二、 文獻探究 3
2-1 小組認同的重要文獻 3
2-1-1 正向的小組認同意義 4
2-1-2 網路中小組認同的發展條件 5
2-1-3 衝突協商後的小組認同 7
2-2 實踐社群(COP)觀點探看學習脈絡下的小組認同 8
2-2-1 參與與具化形塑小組認同 9
2-2-2 小組認同反映學員學習航道的調節 10
2-2-3 身分認定與協商能力 11
2-2-4 權力 13
2-2-5 小結--概念應用之視野框架 13
2-3 小組認同研究方法的比較 14
2-3-1 對話情境的捕捉 14
2-3-2 差異下的分類 16
2-4 方法的定錨—言談分析 18
2-5 研究關切與研究問題 23
三、 研究方法 25
3-1 研究架構 25
3-2 研究田野初觀 28
3-2-1 學習活動介紹 28
3-2-2 活動參與者 29
3-2-3 活動內容與流程 29
3-2-4 LAIN網路學習社群配置 30
3-3 研究者的位置 34
3-4 研究對象 35
3-4-1 參與者 35
3-4-2 學輔 36
3-5 資料收集 37
3-5-1 網路田野資料記錄 37
3-5-2 訪談稿 38
3-5-3 田野觀察筆記 40
3-5-4 與學員的網路通訊 40
3-6 資料分析 41
3-6-1 分析程序 41
3-6-2 分析方法 41
四、 結果 55
4-1 小組參與的基本特徵 55
4-1-1 學員六週的參與形態 55
4-1-2 組間與組內的文章發表落差 57
4-2 參與心和實踐力的鴻溝 59
4-2-1 參與心不足以成就實踐力 59
4-2-2 從發表數量與文章類別看組員參與 61
4-2-3 參與者的三種展演樣貌 62
4-2-4 組員間的相互瞧看 70
4-3 組員間的結合形式 71
4-3-1 組員的相互牽引 71
4-3-2 靜默協商的參與模式 77
4-3-3 網路環境下的相互期待 79
4-3-4 參與凝結的具化物 85
4-4 共同作者的形成機制 86
4-4-1 共同作者的協商樣貌 87
4-4-2 閃躲與面對的兩難 89
4-4-3 發言權要透過「說」來掌握 93
4-5 小組認同下的權力掌控 96
4-5-1 能者多勞,勞者多權? 96
4-5-2 決定權的移轉 100
4-5-3 組員推崇下的地位抬升 101
4-5-4 最後的裁奪權 103
4-5-5 學輔在共同作者決定時的參與模式 105
4-5-6 意義協商下的產物 109
4-5-7 展現在乎小組的行為 111
4-5-8 意義的擁有感 112
五、 討論 115
5-1 學習本分下的自願性學習 115
5-1-1 主動建構的規範性 116
5-1-2 組員間的相互責任制 117
5-1-3 真正的學習 118
5-2 高中生的公平概念 119
5-2-1 學校中的公平性 120
5-2-2 從分配公平到協商公平 121
5-3 與WENGER實踐社群觀點的對話 126
六、 結論 128
6-1 研究中的有趣發現 128
6-2 未來研究與建議 129
6-3 自我盤點與領悟 130
6-3-1 在質與量的迷思中游走 130
6-3-2 跨越有無二元論的小組認同 131
6-3-3 覺察學輔角色的意義性 131
6-3-4 從符合理論,到概念使用 132
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陳斐卿、江火明、林惠倫與王宏仁(2001)。網路學習歷程科展的環境設計。論文發表於中國視聽教育學會「知識經濟與教育發展」國際學術研討會,國立台灣師範大學,台北。
陳斐卿、楊馥祤、江火明(2007, 5)。學輔的後設鷹架思考-從社群鷹架者討論區初探。發表於全球華人計算機教育應用大會(The 11th Global Chinese Conference on Computing in Education),廣州,中國
蓋奧爾格‧齊美爾(2002)。社會是如何可能的。(林榮遠譯)。中國:廣西師範大學出版社。(原著出版年:2001年)
指導教授 陳斐卿(Fei-Ching Chen) 審核日期 2008-7-25
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