JOURNAL OF DISTANCE EDUCATION Views on Learning Bakhtin [15] Russell (Engestr 觟 m) [16] Miettinen [9] [17] 1. [18] (mediation) [10] S 2 : R X S

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1 荨荨 * 1 2 ( ; ) [ ] [ ] ; ; ; [ ] G [ ] A [ ] (2014) ) ( ) (L.S. Vygotsky) (Leont ev) IMS-LD [1] CANDLE [2] DialogPLUS [3] X4L [4] LADiE [5] [6] IMS-LD CAN- (A.R.Luria) Kuutti [7] DLE DialogPLUS X4L LARM ( ) (Rubinshtein) [8] ( 70 * : ( :XDJK2014A002)2011 Agent ( :11YJCZH220)2011 ( :SWU111036) 48

2 JOURNAL OF DISTANCE EDUCATION Views on Learning Bakhtin [15] Russell (Engestr 觟 m) [16] Miettinen [9] [17] 1. [18] (mediation) [10] S 2 : R X S R S-R S R S-R ( ( ) X) S-R [11] : 3 [19] ( 1) ( 2) ( 3) [12] [13] Michael Cole [14]

3 荨荨 ( ) / [20] [22] [21] ( ) ( ) (explicit rules) (tacit rules) ; ( ) 50

4 JOURNAL OF DISTANCE EDUCATION Views on Learning [24] 6. [25] [26] 4 ( ) 4 4 ( ) (AECT)94 : [23] [27] ; ; 51

5 荨荨 [28] ( ) ( ) [29] (role) [30] : :(1) ; ; (2) (3) [31] (4) (5) 52

6 JOURNAL OF DISTANCE EDUCATION Views on Learning [32] ( ) 2 2 ( )MURDER [35] MURDER : (recaller) (listener) [36] ( ) ( ) : ; [33] [34] ( ) : ( 3 5) ; ( )ASK to THINK-TEL WHY [37] 53

7 荨荨 :(1) MURDER Ask to THINK-TEL WHY (2) (3) MURDER Ask to THINK-TEL WHY ASK to THINK-TEL WHY : ; 4 MURDER ( ) MURDER ; ; [ ] [1]IMS Learning Design Information Model. Version 1.0 FinalSpecification[DB/OL]. [ ]. / learningdesign/ 1 ldv1p0/ imsld_infov1p0.html. [2]EarleA.. Designing for pedagogical flexibility experiences from the 1 CANDLE project [J]. Journal of interactive media in education 2002 ASK to THINK- (4):1-29. MURDER TEL WHY [3]Davis H.C. & Fill K.. Embedding blended learning in a university s teaching culture: Experiences and reflections [J]. British Journal of Educational Technology 2007 (5): [4]Nathalie Southall. Exchange for Learning (X4L) programme [DB/OL]. ( ) [ ]. [5]The E-learning Framework [DB/OL].[ ]. ac.uk/refmodels/ladie/ ; ; [6]. [D]. : [7]Kuutti K.. Activity theory as a potential framework for human - computer interaction research [A]. In B.A. Nardi (Ed.) Context and 1 1 ; 2 consciousness: Activity theory and human -computer interaction [C]. ; 2 1 ;2 ; 3 ; 2 ; CambridgeMA: MIT Press1996. ;3 ; 3 ;4 ; 3 [8]Kaptelinin V. Kuutti K. & Bannon L.J.. Activity theory: basic concepts and applications [A]. In Proceedings human computer interac- 4 ;4 tion 5th international conference[c]. EWHCI 95 Moscow Russia1995. ASK [9] [19]Engestr 觟 m Y.. Expansive learning at work: Toward an activity to THINK-TEL WHY theoretical reconceptualization [J]. Journal of Education and Work 54

8 JOURNAL OF DISTANCE EDUCATION Views on Learning (1): [27].. : [10]Vygotsky L.S.. Mind in society: the development of higher [M]. : psychological processes [M].CambridgeMA: Harvard University [28]. Press1978: [J]. 1997(7): [11]. [J]. [29]. [J]. 2002(3): [30]. [M]. : 1987:265. [31]. [M]. : 1992:27. [32]. [M]. : 2006: (1):8-14. [12]Il enkov E.V.. Dialectical logic: essays in its history and theory[m]. Moscow:Progress1977. [13]Luria A.R..Cognitive development: its cultural and social foundations[m].cambridge: Harvard University Press1976. [14]Cole M.. Cross-cultural research in the sociohistorical tradition[j]. Human Development (3): [15]Bakhtin M.M.. Speech Genres and Other Late Essays.Austin [M]. TX: University of Texas Press1986. [16]Russell D.R.. Rethinking genre in school and society: an activity theory analysis[j].written Communication1997: [17]Miettinen R.. The riddle of things: activity theory and actor network theory as approaches to studying innovations [J].Mind Culture and Activity1999 6(3): [33]Kobbe L. Weinberger A. Dillenbourg P. Harrer A. H 覿 m 覿 l 覿 inen R. H 覿 kkinen P. & Fischer F.. Specifying computer-supported collaboration scripts [J]. International Journal of Computer-Supported Collaborative Learning (2-3): [34]Palincsar A.S. & Brown A.L.. Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities[j]. Cognition and Instruction (2): [35]O Donnell A. M. & Dansereu D. F.. Scripted cooperation in student dyads: A method for analyzing and enhancing academic learning [18]Engestr 觟 my.. Learning by expanding: An activity -theoretical and performance [A].In R. Hartz-Lazarowitz and N. Miller (Eds.) approach to developmental research. [M].Helsinki Finland Helsinki: Orienta-Konsultit1987:87. Interactions in cooperative groups: The theoretical anatomy of group learning[c]. London: Cambridge University Press 1992: [20]. : [M]. : [36]Johnson D.W. & Johnson R.T.. Constructive conflict in schools[j]. 2003:3. [21][26]. [M]. : [22]Leont ev A.N.. Problems of the development of the mind [M]. Moscow1981. Journal of Social Issues (1): [37]King A.. ASK to THINK-TEL WHY: A model of transactive peer tutoring for scaffolding higher level complex learning [J]. Educational Psychologist (4): [23]. ( )[M]. : 1990:184. [24]. [M]. : 2002: [ ] 123. : [25]. [J]. CSCL; 1997(12): : The Basic Elements of Collabor ative Lear ning Activity in View of Activity Theor y Yu Liang 1 & Huang Ronghuai 2 (1. School of Computer and Information Science Southwest University Chongqing ; 2.R&D Center for Knowledge Engineering Beijing Normal University Beijing ) Abstract The crux of the design of collaborative learning activity is the analysis and allocation of its basic elements. Designing and analyzing the collaborative learning activity is on the basis of clarifying its basic elements. In the paper the elements of collaborative learning activity in view of activity theory are discussed on the basis of which the structure model of collaborative learning activity is built. With the ground on the structure model task sequence role and resource as four basic elements of collaborative learning activity are decided on. In the end four basic elements are taken as the framework to compare and analyze four collaboration scripts. Keyw ords Collaborative learning activity; Activity theory; Structure model; Basic elements : : 55

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荨荨 % [3] [4] 86%( [6] 27 ) Excel [7] 27 [8] 2 [9] K2 [2] ; Google group+ 5 Gmail [2] 2 fxljwcy 3E [22] 2 2 fxljzrh 2D [23] 3 2 fxzphjf 3D 35 * ( 875) CSCL - - 2-33 - ; ; ; ; G42 A [ ] 672 8(23)3 6 7 Web 2. SNA [4] : [] - 2- (mode) 2 [2] (http://lcell.bnu.edu. cn) - 2-2- - ( Social Network Analysis SNA) - (bipartite matrix) 2 3 - [5] [3] ( )