| Teacher intervention is an important factor affecting collaborative learning.Shared regulation of learning has become a hot topic in the field of CSCL in recent years.However,the present studies on shared regulation of learning mainly focus on its theoretical basis,teaching practice effect,process model or influencing factors,and ignores the intervention of teacher,which is not conducive to the practice or theory of shared regulation furtherly developing.Thus,this dissertation focus on teacher intervention in shared regulation of learning and the main work of this dissertation is illustrated below:（1）Reviewing the relevant studies about shared regulation and teacher intervention of CSCL.Based on analysis of the process,strategy,and support of teacher intervention,this article constructed the theoretical framework of teacher intervention in shared regulation,and designed specific scaffoldings and tools.（2）Three rounds of iterative cases were chosen for the actual application of the theoretical framework of teacher intervention.By observing the behavior of teachers in STEM activities in grade three of primary school,exploring how teachers guide and intervene in students’ shared regulation process,and then verifying the effect through video coding,interview and questionnaire.The results show that,the framework of teacher intervention in shared regulation constructed in this study can largely reflect the process,dimensions and characteristics of teacher intervention.The scaffoldings and tools based on the theoretical framework promoted the teacher intervention behavior of continuous improvement,improved the teachers’ self-efficacy,and received a significant boost level of students’ share regulation.This study expands the theoretical perspective of shared regulation,and the relevant practice case also provide guidance and reference for the research on shared regulation and teacher intervention. |
