The Research On The Design And Application Of Collaborative Learning Activities To Promote Deeper Learning

Deeper learning is not only the core demand to realize "learn to learn" in the era of knowledge globalization,but also the foundation and guarantee to build a high-quality education system,and also the connotative pursuit of curriculum teaching reform based on core literacy;However,classroom teaching is faced with the practical dilemma of learners’ lack of deeper learning ability in the basic education stage.Based on this,this study analyzes the unresolved contradiction between the theoretical research and teaching practice of the existing literature through bibliometrics,and then proposes to re-examine the deeper learning in classroom teaching from a new perspective of "designing collaborative learning activities",focusing on "the design and application of collaborative deeper learning activities",and trying to explore the core problem of "how to design collaborative learning activities to promote students’ deep learning?" and give practical solutions.Therefore,this study further divides it into the following four sub-problems:Q1: How do collaborative learning activities promote deeper learning?Q2: How to build the design framework of collaborative deeper learning activities?Q3: How to provide guidance support for students to carry out collaborative deeper learning activities?Q4: How to evaluate and verify the practical effectiveness of "Collaborative Deeper Learning Activity Design Framework" ?In order to solve the above research problems,this dissertation uses the design-based research method to carry out the research by adopting the technical route of "theoretical demonstration → status quo analysis → design framework construction → teaching practice iteration → retrospective discussion and analysis".Firstly,the research combs the basic knowledge of deeper learning and collaborative learning activities by using the literature research method,puts forward the concept of "collaborative deeper learning activities",and then demonstrates the basic logical relationship of "how collaborative learning activities promote deeper learning" from the theoretical level,It is reflected in two aspects: collaborative learning activities and deeper learning have the same direction;the realization of deeper learning needs the cooperation of social learning situations;Secondly,according to the principle of "consistent construction of teaching and learning" put forward by Biggs,the research designed the "evaluation framework and specific evaluation tools for collaborative deeper learning activities",and revised them with Delphi method,providing practice guidance and evaluation focus for the evaluation of collaborative deeper learning.At the same time,based on this evaluation framework,a survey on the current situation of collaborative in-depth learning was carried out for the students of grade one in e middle school in w City who participated in the teaching experiment,and an open interview was conducted with some teachers,revealing the real level and current situation of the research object’s collaborative in-depth learning,and evaluating the possible room for improvement.Thirdly,based on the analysis results of the survey data,the research analyzes the "three element structure" of the research path oriented collaborative deeper learning activities deduced from the activity theory from the perspective of "what is it";According to the "3P model of influencing factors of deeper learning",this paper describes the two-way interaction between the elements in the process of collaborative deeper learning from the perspective of "why";Referring to "DELC deeper learning loop and constructivism oriented instructional design",this paper describes how the elements of collaborative deeper learning activities should be operated at the teaching practice level from the perspective of "how to do",so as to guide teachers and students to realize the practical path of deeper learning,and thus constructs a collaborative deeper learning activity design framework to guide teachers and students to carry out and implement classroom collaborative deeper learning activities;Subsequently,the research adopted the paradigm of "design based research",selected a middle school in W-City to carry out two rounds of iterative teaching practice in its real classroom teaching situation using the preliminarily constructed collaborative deeper learning activity design framework,and tested and evaluated its effect in teaching practice from three aspects: research preparation,data collection and data analysis.Based on the data effect analysis,the research carried out timely theoretical optimization and practical improvement on the problems,and finally built a relatively perfect "collaborative deeper learning activity design framework" that can guide teaching practice,It includes the "TDS-SPC(three stages,two centers and six levels)" spiral propulsion cycle design model and the "two centers,seven steps" process mode from the teacher’s perspective of embodied design,as well as the "activity record sheet" learning guidance support from the student’s perspective,so as to provide theoretical basis and practical guidance for classroom teaching in the real situation.Finally,the research has carried out a retrospective discussion and analysis from three aspects: the concrete teaching practice results,the meso cooperative deeper learning activity design framework and the macro abstract theory.The consistency of the three discussion results shows that the cooperative deeper learning activity design framework is the intermediate link between the coherent theory research and the teaching practice,It is not only the embodiment of the reasonable results of the theoretical logic demonstration in the literature review,but also contains the connotation,characteristics and internal practice logic of deeper learning and collaborative learning activities.It can guide teachers to know the design methods and Implementation Paths of collaborative deeper learning activities in teaching practice,and support students to better carry out collaborative deeper learning activities,thus effectively answering the research questions raised in this academic paper,and an effective practical scheme is given.In a word,based on the dilemma of classroom teaching practice of deeper learning and the deficiency of theoretical research,this dissertation has carried out layer by layer specific research from abstract theory to concrete practice around the core issue of "how to design collaborative deeper learning activities",and formed some research results in this process,including:(1)Demonstrate the basic logical relationship between collaborative learning activities and deeper learning,and propose the concept of collaborative deeper learning activities;(2)Constructed an evaluation framework for collaborative deeper learning activities and designed corresponding evaluation tools;(3)Investigated the current level of collaborative deeper learning among experimental school students;(4)Constructed a collaborative deeper learning activity design framework for "what,why,and how";(5)Evaluated the teaching practice effect of collaborative deeper learning activity design framework;(6)Condensed and generated targeted strategies that can promote the understanding,construction,transfer and innovation of core concepts of the discipline;(7)Accumulated project-based course learning resources for collaborative in-depth learning activities for information technology disciplines.Based on the research process and achievements of this dissertation,we can draw the following conclusions: The design framework of collaborative deeper learning activities is the intermediate link between coherent abstract theory and concrete practice,and the supporting tool for theoretical demonstration and practical optimization;it can significantly promote students’ deeper learning,and thus providing theoretical basis and practical guidance for the breakthrough of practical difficulties faced by classroom teaching in the stage of basic education;It also provides a teaching practice plan for "designing and applying the design framework of collaborative deeper learning activities to promote students’ deeper learning" in real classroom teaching.