智慧教室环境下协作学习的运行特征分析

A Research on the Operational Characteristics of Cooperative Learning in Smart Classroom

The present researches on the instructional process truth in the smart classroom are focused on the interactive behavior analysis and the media role inquiry， revealing only a part of the instructional process truth. We still can’t know how instructional procedure works in smart classroom from those findings. The mechanical chart of instructional procedure is an important tool to get instruction comprehension， which can restore the essential information of the entire instruction procedure， and which is a scientific tool to study the operational characteristics of instruction. This paper， taking cooperative learning as typical example， compares the mechanical chart of cooperative learning procedure between the conventional classroom and the smart classroom. The findings of this study include: 1. The media setting of smart classroom has no significant influence on the process of collaborative learning; 2. Media technology has failed to motivate students’ motivations and improve their relationships; 3. Teachers tend to arrange more exercises in smart classroom. 4. Knowledge learning happens mainly in the link of group collaboration， and the interaction level is higher in smart classroom than in the conventional classroom. 5. The cooperative learning procedure can be controlled by adjusting the number and sequence of the learning tasks. Although teachers are more inclined to arrange more exercises with the statistical analysis service， these functional settings of the smart classroom have little effect on the cooperative learning procedure. Therefore， this article holds that there is no significant difference of the cooperative learning procedure between the two types of classroom. Nevertheless， we should not reject the media techniques， but maintain the rational and calm attitude to the media and use the professional methods to understand instruction in details.