智慧教室小组合作学习设计及成效

Design and Effectiveness of Group Collaborative Learning in Smart Classroom

Group collaborative learning is an effective intelligent learning method that can cultivate students ' comprehensive application skills. More and more teachers are convinced that group collaborative learning can improve students ' problem-solving ability. Unfortunately， however， there are still some problems in the processes of design and implementation for group collaborative learning， which mainly includes inappropriate learning tasks for students ， different forms of learning activities， limited students' group discussions， untimely and non-comprehensive learning evaluations. Considering that a smart classroom is a materialized learning environment which can provide environmental support for the implementation of group collaborative learning. This study explores group collaborative learning in smart classrooms. It first analyzed the main existing problems of group collaborative learning and new demands for classroom environment. It then analyzed the connotation， technical feature， function and system construction of smart classroom and presented a research framework for smart classroom that supports group collaborative learning. The paper then took a secondary vocational school in Shanghai as an example of smart classroom-oriented group collaborative learning activities and designed four collaborative learning activities including group competition， learning evaluation， student discussion and display sharing， and implementation steps and corresponding strategies. Finally， learning activities in smart classroom are designed utilizing ＂introducing and using of the F AB method for goods description＂ as the learning content， and effectiveness of these activities are assessed using student questionnaires and interviews with teachers in the school. The results showed that students ' satisfaction on learning environment， activity organization， and application effectiveness for group collaborative learning activities in smart classroom are better than in traditional classroom， and there were no significant differences in students’ satisfactions between boys and girls except for the learning content.