智慧教室环境下师生互动行为研究
|
摘要
教育信息化2. 0时代,智慧教室在促进教育信息化发展方面发挥了重要作用,智慧教室中的课堂互动成为研究热点。为深入研究师生互动行为,采用ITIAS编码系统和滞后序列分析法,对智慧教室环境中的师生行为比率、教师提问与学生发言、教师言语作用、技术使用行为、师生互动类型、异常行为处理进行分析。结果表明,信息技术在课堂中得到充分利用,有效地支持教与学的活动;课堂教学通过多种形式的有效互动,支持学生的设计和创作活动,突出了以学习者为中心的理念;但教师的提问策略、指导反馈、课堂管理等方面还有待完善。
In the era 2. 0 of Educational Informatization,interaction in smart classroom has become a research hotspot. This study investigated the behavioral patterns of teacher-student interaction in smart classroom,including frequent of teacher-student behavior,types of teacher-student interaction,teacher questioning and student speaking,teacher's verbal role,technology using behavior,and abnormal behavior. Methods of lag sequential analysis and ITIAS coding system were adopted. Results showed that informational technology was fully utilized to support teaching and learning,learner-centered design and creative work were facilitated by effective interactions. But,teacher'question,feedback,and management were not perfect in the smart classroom.
In the era 2. 0 of Educational Informatization,interaction in smart classroom has become a research hotspot. This study investigated the behavioral patterns of teacher-student interaction in smart classroom,including frequent of teacher-student behavior,types of teacher-student interaction,teacher questioning and student speaking,teacher's verbal role,technology using behavior,and abnormal behavior. Methods of lag sequential analysis and ITIAS coding system were adopted. Results showed that informational technology was fully utilized to support teaching and learning,learner-centered design and creative work were facilitated by effective interactions. But,teacher'question,feedback,and management were not perfect in the smart classroom.
引文
[1]祝智庭,贺斌.智慧教育:教育信息化的新境界[J].电化教育研究,2012,33(12):5-13.
[2]黄荣怀,胡永斌,杨俊锋,等.智慧教室的概念及特征[J].开放教育研究,2012,18(02):22-27.
[3]何克抗.智慧教室+课堂教学结构变革---实现教育信息化宏伟目标的根本途径[J].教育研究,2015,36(11):76-81+90.
[4]祝智庭.智慧教育新发展:从翻转课堂到智慧课堂及智慧学习空间[J].开放教育研究,2016,22(01):18-26+49.
[5]杨宗凯.教育信息化十年发展展望---未来教室、未来学校、未来教师、未来教育[J].中国教育信息化,2011(18):14-15.
[6]陈卫东,叶新东,等.智能教室研究现状与未来展望[J].远程教育杂志,2011,29(4):39-45.
[7]杨开城.教育学的坏理论研究之一:教育学的核心概念体系[J].现代远程教育研究,2013(05):11-18.
[8]何文涛,杨开城,张慧慧.智慧教室环境下协作学习的行为构成及其特征分析[J].电化教育研究,2017,38(11):87-95.
[9]陈卫东,叶新东,秦嘉悦,等.未来课堂---高互动学习空间[J].中国电化教育,2011(08):6-13.
[10]彭红超,祝智庭.以测辅学:智慧教育境域中精准教学的核心机制[J].电化教育研究,2017,38(03):94-103.
[11]祝智庭,沈德梅.学习分析学:智慧教育的科学力量[J].电化教育研究,2013,34(05):5-12+19.
[12]蒋立兵,毛齐明,万真,等.智慧教室促进高校课堂教学变革的绩效研究---基于课堂教学行为的分析[J].中国电化教育,2018(06):52-58.
[13]何文涛,杨开城,张慧慧.智慧教室环境下协作学习的运行特征分析[J].中国电化教育,2018(08):45-53.
[14]韩后,王冬青,曹畅.1:1数字化环境下课堂教学互动行为的分析研究[J].电化教育研究,2015,36(05):89-95.
[15]张屹,祝园,白清玉,等.智慧教室环境下小学数学课堂教学互动行为特征研究[J].中国电化教育,2016(06):43-48+64.
[16]何文涛,王亚萍,毛刚.智慧教室环境下协作学习的交互特征分析---基于IIS图分析与社会网络分析的视角[J].远程教育杂志,2018,36(03):75-83.
[17]郁晓华,黄沁.学习分析视角下的数字化课堂互动优化研究[J].中国电化教育,2018(02):12-20.
[18]Yang X,Li J,Bei X.Behavioral patterns of knowledge construction in online cooperative translation activities[J].The Internet&Higher Education,2018(36):13-21.
[19]中华人民共和国教育部.义务教育小学科学课程标准[DB/OL].[2019-03-05].http://www.moe.edu.cn/srcsite/A26/s8001/201702/t20170215_296305.html.
[20]万昆,姜悦.技术支持下的优课师生互动行为研究[J].现代教育技术,2016,26(06):54-59.
[21]傅德荣.教育信息处理[M].北京:北京师范大学出版社,2005:94-104.
[22]穆肃,左萍萍.信息化教学环境下课堂教学行为分析方法的研究[J].电化教育研究,2015,36(09):62-69.
[23]Flanders Ned.Intent,Action and Feedback:A Preparation for Teaching[J].Journal of Teacher Education,1963,3(14):25-260.
[24]顾小清,王炜.支持教师专业发展的课堂分析技术新探索[J].中国电化教育,2004(07):18-21.
[25]Sackett G P.Observing Behavior:Theory and applications in mental retardation(Vol.1)[M].Baltimore:University Park Press,1978.
[26]Hawks I K.Facilitativeness in small groups:A process-oriented study using Lag Sequential Analysis.[J].Psychological Reports,1987,61(3):955-962.
[27]Sexton H,Littauer H,Sexton A,et al.Building an alliance:Early therapy process and the client-therapist connection[J].Psychotherapy Research,2005,15(1-2):103-116.
[28]Solomon M,Ono M,Timmer S,et al.The Effectiveness of Parent-Child Interaction Therapy for Families of Children on the Autism Spectrum[J].Journal of Autism&Developmental Disorders,2008,38(9):1767.
[29]Fernandez J,Camerino O,Anguera M T,et al.Identifying and analyzing the construction and effectiveness of offensive plays in basketball by using systematic observation[J].Behavior Research Methods,2009,41(3):719-730.
[30]Putnam L L.Small group work climates:A lag-sequential analysis of group interaction.[J].Small Group Behavior,1983,14(4):465-494.
[31]Jeong A.The Sequential Analysis of Group Interaction and Critical Thinking in Online[J].American Journal of Distance Education,2003,17(1):25-43.
[32]Jeong A,Joung S.Scaffolding collaborative argumentation in asynchronous discussions with message constraints and message labels[J].Computers&Education,2007,48(3):427-445.
[33]Hou H T,Chang K E,Yao T S.Applying lag sequential analysis to detect visual behavioural patterns of online learning activities[J].British Journal of Educational Technology,2010,41(2):E25-E27.
[34]Hou H T,Wu S Y.Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool:A case study[J].Computers&Education,2011,57(2):1459-1468.
[35]Shukor N B A,Tasir Z,Meijden H A T V D,et al.Exploring Students’Knowledge Construction Strategies in Computer-Supported Collaborative Learning Discussions Using Sequential Analysis[J].Journal of Educational Technology&Society,2014,17(4):216-228.
[36]Yang X,Li J,Guo X,et al.Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity[J].The Internet&Higher Education,2015,25:28-36.
[37]Hwang G J,Chen C H.Influences of an inquiry-based ubiquitous gaming design on students’learning achievements,motivation,behavioral patterns,and tendency towards critical thinking and problem solving[J].British Journal of Educational Technology,2016,48(4):950-971.
[38]杨现民,王怀波,李冀红.滞后序列分析法在学习行为分析中的应用[J].中国电化教育,2016(02):17-23+32.
[39]Rourke L,Anderson T.Validity in quantitative content analysis[J].Educational Technology Research&Development,2004,52(1):5-18.
[40]方海光,高辰柱,陈佳.改进型弗兰德斯互动分析系统及其应用[J].中国电化教育,2012,(10):109-113.
[41]马勋雕,朱海.改进型的弗兰德斯互动分析系统及其教育应用---基于交互白板的互动课堂[J].现代教育技术,2016,26(07):38-43.
[42]刘向永,李傲雪,付奕宁,等.基于电子书包的小学英语课堂师生互动分析---以“How are you?”单元为例[J].电化教育研究,2018,39(08):97-102+121.
[43]Fleiss J L.Statistical methods for rates and proportions.(2nd ed)[M].New York:John Wiley,1981.
[44]Bakeman R,Quera V.Analyzing Interaction:Sequential analysis with SDIS and GSEQ[M].UK,Cambridge:Cambridge University Press,1995.
[45]Bakeman R.Observing interaction:An introduction to sequential analysis[M].UK,Cambridge:Cambridge university press,1997.
[46]Corey S M.The Teachers Out-Talk the Pupils[J].School Review,1940,48(10):745-752.
[47][美]加里·D·鲍里奇.有效教学方法[M].易东平,译.南京:江苏教育出版社,2002:212-213,201-202,228,312-313.
[48]叶冬连,万昆,曾婷,等.基于翻转课堂的参与式教学模式师生互动效果研究[J].现代教育技术,2014,24(12):77-83.
[49]王晓晨,黄荣怀,王梦舒,等.智慧教室环境下的中小学课堂人际互动分析[J].电化教育研究,2016,37(12):111-116.
[50]郑兰琴,梁妙.教师指导对协作学习效果影响的实证研究[J].电化教育研究,2014,35(08):89-94.
[51]Gage N,Berliner D.Educational psychology(5th ed.)[M].Chicago:Rand Mc Nally,1992.
[2]黄荣怀,胡永斌,杨俊锋,等.智慧教室的概念及特征[J].开放教育研究,2012,18(02):22-27.
[3]何克抗.智慧教室+课堂教学结构变革---实现教育信息化宏伟目标的根本途径[J].教育研究,2015,36(11):76-81+90.
[4]祝智庭.智慧教育新发展:从翻转课堂到智慧课堂及智慧学习空间[J].开放教育研究,2016,22(01):18-26+49.
[5]杨宗凯.教育信息化十年发展展望---未来教室、未来学校、未来教师、未来教育[J].中国教育信息化,2011(18):14-15.
[6]陈卫东,叶新东,等.智能教室研究现状与未来展望[J].远程教育杂志,2011,29(4):39-45.
[7]杨开城.教育学的坏理论研究之一:教育学的核心概念体系[J].现代远程教育研究,2013(05):11-18.
[8]何文涛,杨开城,张慧慧.智慧教室环境下协作学习的行为构成及其特征分析[J].电化教育研究,2017,38(11):87-95.
[9]陈卫东,叶新东,秦嘉悦,等.未来课堂---高互动学习空间[J].中国电化教育,2011(08):6-13.
[10]彭红超,祝智庭.以测辅学:智慧教育境域中精准教学的核心机制[J].电化教育研究,2017,38(03):94-103.
[11]祝智庭,沈德梅.学习分析学:智慧教育的科学力量[J].电化教育研究,2013,34(05):5-12+19.
[12]蒋立兵,毛齐明,万真,等.智慧教室促进高校课堂教学变革的绩效研究---基于课堂教学行为的分析[J].中国电化教育,2018(06):52-58.
[13]何文涛,杨开城,张慧慧.智慧教室环境下协作学习的运行特征分析[J].中国电化教育,2018(08):45-53.
[14]韩后,王冬青,曹畅.1:1数字化环境下课堂教学互动行为的分析研究[J].电化教育研究,2015,36(05):89-95.
[15]张屹,祝园,白清玉,等.智慧教室环境下小学数学课堂教学互动行为特征研究[J].中国电化教育,2016(06):43-48+64.
[16]何文涛,王亚萍,毛刚.智慧教室环境下协作学习的交互特征分析---基于IIS图分析与社会网络分析的视角[J].远程教育杂志,2018,36(03):75-83.
[17]郁晓华,黄沁.学习分析视角下的数字化课堂互动优化研究[J].中国电化教育,2018(02):12-20.
[18]Yang X,Li J,Bei X.Behavioral patterns of knowledge construction in online cooperative translation activities[J].The Internet&Higher Education,2018(36):13-21.
[19]中华人民共和国教育部.义务教育小学科学课程标准[DB/OL].[2019-03-05].http://www.moe.edu.cn/srcsite/A26/s8001/201702/t20170215_296305.html.
[20]万昆,姜悦.技术支持下的优课师生互动行为研究[J].现代教育技术,2016,26(06):54-59.
[21]傅德荣.教育信息处理[M].北京:北京师范大学出版社,2005:94-104.
[22]穆肃,左萍萍.信息化教学环境下课堂教学行为分析方法的研究[J].电化教育研究,2015,36(09):62-69.
[23]Flanders Ned.Intent,Action and Feedback:A Preparation for Teaching[J].Journal of Teacher Education,1963,3(14):25-260.
[24]顾小清,王炜.支持教师专业发展的课堂分析技术新探索[J].中国电化教育,2004(07):18-21.
[25]Sackett G P.Observing Behavior:Theory and applications in mental retardation(Vol.1)[M].Baltimore:University Park Press,1978.
[26]Hawks I K.Facilitativeness in small groups:A process-oriented study using Lag Sequential Analysis.[J].Psychological Reports,1987,61(3):955-962.
[27]Sexton H,Littauer H,Sexton A,et al.Building an alliance:Early therapy process and the client-therapist connection[J].Psychotherapy Research,2005,15(1-2):103-116.
[28]Solomon M,Ono M,Timmer S,et al.The Effectiveness of Parent-Child Interaction Therapy for Families of Children on the Autism Spectrum[J].Journal of Autism&Developmental Disorders,2008,38(9):1767.
[29]Fernandez J,Camerino O,Anguera M T,et al.Identifying and analyzing the construction and effectiveness of offensive plays in basketball by using systematic observation[J].Behavior Research Methods,2009,41(3):719-730.
[30]Putnam L L.Small group work climates:A lag-sequential analysis of group interaction.[J].Small Group Behavior,1983,14(4):465-494.
[31]Jeong A.The Sequential Analysis of Group Interaction and Critical Thinking in Online[J].American Journal of Distance Education,2003,17(1):25-43.
[32]Jeong A,Joung S.Scaffolding collaborative argumentation in asynchronous discussions with message constraints and message labels[J].Computers&Education,2007,48(3):427-445.
[33]Hou H T,Chang K E,Yao T S.Applying lag sequential analysis to detect visual behavioural patterns of online learning activities[J].British Journal of Educational Technology,2010,41(2):E25-E27.
[34]Hou H T,Wu S Y.Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool:A case study[J].Computers&Education,2011,57(2):1459-1468.
[35]Shukor N B A,Tasir Z,Meijden H A T V D,et al.Exploring Students’Knowledge Construction Strategies in Computer-Supported Collaborative Learning Discussions Using Sequential Analysis[J].Journal of Educational Technology&Society,2014,17(4):216-228.
[36]Yang X,Li J,Guo X,et al.Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity[J].The Internet&Higher Education,2015,25:28-36.
[37]Hwang G J,Chen C H.Influences of an inquiry-based ubiquitous gaming design on students’learning achievements,motivation,behavioral patterns,and tendency towards critical thinking and problem solving[J].British Journal of Educational Technology,2016,48(4):950-971.
[38]杨现民,王怀波,李冀红.滞后序列分析法在学习行为分析中的应用[J].中国电化教育,2016(02):17-23+32.
[39]Rourke L,Anderson T.Validity in quantitative content analysis[J].Educational Technology Research&Development,2004,52(1):5-18.
[40]方海光,高辰柱,陈佳.改进型弗兰德斯互动分析系统及其应用[J].中国电化教育,2012,(10):109-113.
[41]马勋雕,朱海.改进型的弗兰德斯互动分析系统及其教育应用---基于交互白板的互动课堂[J].现代教育技术,2016,26(07):38-43.
[42]刘向永,李傲雪,付奕宁,等.基于电子书包的小学英语课堂师生互动分析---以“How are you?”单元为例[J].电化教育研究,2018,39(08):97-102+121.
[43]Fleiss J L.Statistical methods for rates and proportions.(2nd ed)[M].New York:John Wiley,1981.
[44]Bakeman R,Quera V.Analyzing Interaction:Sequential analysis with SDIS and GSEQ[M].UK,Cambridge:Cambridge University Press,1995.
[45]Bakeman R.Observing interaction:An introduction to sequential analysis[M].UK,Cambridge:Cambridge university press,1997.
[46]Corey S M.The Teachers Out-Talk the Pupils[J].School Review,1940,48(10):745-752.
[47][美]加里·D·鲍里奇.有效教学方法[M].易东平,译.南京:江苏教育出版社,2002:212-213,201-202,228,312-313.
[48]叶冬连,万昆,曾婷,等.基于翻转课堂的参与式教学模式师生互动效果研究[J].现代教育技术,2014,24(12):77-83.
[49]王晓晨,黄荣怀,王梦舒,等.智慧教室环境下的中小学课堂人际互动分析[J].电化教育研究,2016,37(12):111-116.
[50]郑兰琴,梁妙.教师指导对协作学习效果影响的实证研究[J].电化教育研究,2014,35(08):89-94.
[51]Gage N,Berliner D.Educational psychology(5th ed.)[M].Chicago:Rand Mc Nally,1992.