智慧教室中的教学交互促进大学生深度学习研究
|
摘要
有效的教学交互是促进深度学习达成的重要方式。文章在社会建构主义理论、"多元发展"教学观视角下,构建了智慧教室中促进学生深度学习的教学交互框架,设计了深度学习结果评测方法,以"教育技术学研究方法"课程为例,采用实验研究法探究教学交互对深度学习的影响。研究发现:(1)智慧教室中的教学交互能显著提升学生社会层面的深度学习水平、课程层面的认知水平和研究能力水平;(2)学生知识掌握水平和思维水平均显著提升,且思维水平处于"单点结构"到"关联结构—高"等级,达到深度学习结果的学生比例达半数以上;(3)不同小组研究方案作品成绩存在显著差异;(4)教学交互对深度学习会产生积极影响,也会产生消极影响。
Effective instructional interaction is an important way to promote deep learning. Based on social constructivism and multiple intelligence, this paper constructs an instructional interaction framework to promote students' deep learning in smart classroom, designs the evaluation method, and takes "Educational Technology Research Method" as an example to explore the effect of instructional interaction on deep learning by experimental study. The study finds that:(1) the instructional interaction in smart classroom could significantly improve students' deep learning at the social level, and their cognition and research ability at the course level.(2) Students' knowledge mastery and thinking are significantly improved after teaching. The level of thinking is in the "single-point structure" to "correlation structurehigh" level, and more than half of the students have achieved deep learning.(3) There are significant differences in research schemes of different groups.(4) Instructional interaction in smart classroom has both positive and negative effects on deep learning.
Effective instructional interaction is an important way to promote deep learning. Based on social constructivism and multiple intelligence, this paper constructs an instructional interaction framework to promote students' deep learning in smart classroom, designs the evaluation method, and takes "Educational Technology Research Method" as an example to explore the effect of instructional interaction on deep learning by experimental study. The study finds that:(1) the instructional interaction in smart classroom could significantly improve students' deep learning at the social level, and their cognition and research ability at the course level.(2) Students' knowledge mastery and thinking are significantly improved after teaching. The level of thinking is in the "single-point structure" to "correlation structurehigh" level, and more than half of the students have achieved deep learning.(3) There are significant differences in research schemes of different groups.(4) Instructional interaction in smart classroom has both positive and negative effects on deep learning.
引文
[1]王晓晨,张进宝,杜静,等.全球教育信息化语境下的教育技术发展预测及应用模式探索———“首届中美智慧教育大会”回顾[J].电化教育研究,2016(3):34-41.
[2]高媛,黄荣怀.《2017新媒体联盟中国高等教育技术展望:地平线项目区域报告》解读与启示[J].电化教育研究,2017(4):15-22.
[3]高媛,陈潇.《2018中国职业教育技术展望:地平线项目报告》解读与启示[J].电化教育研究,2018(4):101-108.
[4]卜彩丽,冯晓晓,张宝辉.深度学习的概念、策略、效果及其启示———美国深度学习项目(SDL)的解读与分析[J].远程教育杂志,2016,34(5):75-82.
[5]陈卫东,叶新东,张际平.未来课堂的互动形式与特性研究[J].电化教育研究,2010(8):91-97.
[6]李长萍.教学的“交互”品性及其实现[J].教育理论与实践, 2008(21):42-44.
[7] American Institutes for Research. The study of deeper learning:opportunities and outcomes(Student Survey Documentation)[R].Washington,DC,2016.
[8] CHAN C C,TSUI M S,CHAN M Y C. Applying the structure of the observed learning outcomes(SOLO)taxonomy on student'slearning outcomes:an empirical study[J]. Assessment&evaluation in higher education,2002,27(6):511-527.
[9]蔡慧英,顾小清.设计语义图示工具促进深度理解的实证研究[J].开放教育研究,2017,23(6):71-79.
[10]张屹,陈蓓蕾,陈珍,等.智慧教室中的教学对大学生研究能力和元认知的影响———基于量规的干预[J].电化教育研究,2017(7):77-84.
[11]刘华山.统计功效与效应大小[EB/OL].[2018-07-05]. https://wenku.baidu.com/view/12a0a7fcf61fb7360b4c6574.html.
[2]高媛,黄荣怀.《2017新媒体联盟中国高等教育技术展望:地平线项目区域报告》解读与启示[J].电化教育研究,2017(4):15-22.
[3]高媛,陈潇.《2018中国职业教育技术展望:地平线项目报告》解读与启示[J].电化教育研究,2018(4):101-108.
[4]卜彩丽,冯晓晓,张宝辉.深度学习的概念、策略、效果及其启示———美国深度学习项目(SDL)的解读与分析[J].远程教育杂志,2016,34(5):75-82.
[5]陈卫东,叶新东,张际平.未来课堂的互动形式与特性研究[J].电化教育研究,2010(8):91-97.
[6]李长萍.教学的“交互”品性及其实现[J].教育理论与实践, 2008(21):42-44.
[7] American Institutes for Research. The study of deeper learning:opportunities and outcomes(Student Survey Documentation)[R].Washington,DC,2016.
[8] CHAN C C,TSUI M S,CHAN M Y C. Applying the structure of the observed learning outcomes(SOLO)taxonomy on student'slearning outcomes:an empirical study[J]. Assessment&evaluation in higher education,2002,27(6):511-527.
[9]蔡慧英,顾小清.设计语义图示工具促进深度理解的实证研究[J].开放教育研究,2017,23(6):71-79.
[10]张屹,陈蓓蕾,陈珍,等.智慧教室中的教学对大学生研究能力和元认知的影响———基于量规的干预[J].电化教育研究,2017(7):77-84.
[11]刘华山.统计功效与效应大小[EB/OL].[2018-07-05]. https://wenku.baidu.com/view/12a0a7fcf61fb7360b4c6574.html.