基于课程BBS网络教学交互的研究
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摘要
网络正迅速地改变着包括教育在内的社会生活各领域,并给各个国家和地区的教育带来了巨大的影响,世界各地的各国高校都非常重视网络对于教育的影响,很多学校都在传统面授教学的基础上,提供某种形式的网络交互方式,作为师生面对面教学的补充,或者开设完全基于网络环境的课程。
然而,网络所具有的潜在优势应该通过什么样的途径,并在多大程度上能够得以实现?一些研究发现,很多教师只是利用网络完成低水平的教学任务如发布教学大纲和讲课笔记等任务;或者利用网络技术传播概念性的信息和测试概念性的知识,不少网络教学方式单调、教学质量不高。一些关于网上学习的研究发现,学生在诸如高级思维能力的训练和问题解决技能的发展上并不成功,研究者期望的群体知识建构层次也不高。研究表明,网络潜在的优势并不能自动实现。
本文详细分析了国内外的研究现状和研究的理论基础;在理论探讨的基础上,以上海群星职业技术学校的课程BBS为例,对在线的异步教学讨论区和同步在线答疑区的师生参与、学生认知、情感交流等情况进行了问卷调查,并应用SPSS软件对调查数据进行了统计分析;根据分析结果总结了影响和制约课程BBS发展的因素,然后从教师、学生、交互工具等因素方面提出了改善的建议和策略。
本文的特色在于从教育心理学特别是教育社会心理学角度探讨了影响和制约师生网络教学交互的各种因素。通过调查师生网络教学交互的现状,初步探讨了影响和制约网络教学交互的因素,为深入解析教学交互的过程和规律,进而找到评价和提高网络教学设计和教学水平的有效策略提供了理论依据。
Internet is changing our social lives including education increasingly. Higher schools all round the world attach great importance on the effect of internet on education,many universities provide some kinds of internet communication mode as a complementarities of traditional face-to-face teaching model,or offer entire online courses.
However,through which way,to what extent can the potential advantage of internet be fulfilled? Some researches find that many instructors only use internet to facilitating low level tasks such as posting the syllabus,distributing lecture notes,or administering multiple-choice exams. In some cases,internet technology is used for communicating conceptual information and testing conceptual knowledge,teaching methods used in some online courses are monotonous,and the teaching qualities aren’t very good. Some studies on online learning indicate students didn’t develop successfully in the fields such as critical thinking capacity and problem-solving skills , Higher level social knowledge building researcher expected is difficult to realize. Researchers show that potential advantages of internet can’t be realized automatically.
The thesis detailed puts up literature on the study present condition both domestic and abroad theories foundation. At the basic of theory discussion, the thesis carried through questionnaire research on the participation of the teachers and the students,the cognition of the students and the emotional intercourse between teachers and the students about the asynchronous teaching discussion and the synchronous respond on-line, with The Shanghai QiongXing Vocational-technical School for example. The study statistic analysis the research date applying SPSS software. According to the result the thesis summarized the factor influencing and restricting the course BBS,then it put forward the improved suggestion and the strategy from teacher’s factor,student’s factor and the interaction tool.
The feature of the thesis consists in discussion many factors affecting web-based instructional interaction from educational psychology, especially educational social psychology. The thesis researches the actuality of web-based instruction between teachers and students,and primary discusses the fact affecting the web-based instructional interaction of students and teachers, and provides theory in-deathly resolving the process and rule of instructional interaction, then discovering effective strategy for evaluating and ameliorating web-based instruction design and instruction level.
然而,网络所具有的潜在优势应该通过什么样的途径,并在多大程度上能够得以实现?一些研究发现,很多教师只是利用网络完成低水平的教学任务如发布教学大纲和讲课笔记等任务;或者利用网络技术传播概念性的信息和测试概念性的知识,不少网络教学方式单调、教学质量不高。一些关于网上学习的研究发现,学生在诸如高级思维能力的训练和问题解决技能的发展上并不成功,研究者期望的群体知识建构层次也不高。研究表明,网络潜在的优势并不能自动实现。
本文详细分析了国内外的研究现状和研究的理论基础;在理论探讨的基础上,以上海群星职业技术学校的课程BBS为例,对在线的异步教学讨论区和同步在线答疑区的师生参与、学生认知、情感交流等情况进行了问卷调查,并应用SPSS软件对调查数据进行了统计分析;根据分析结果总结了影响和制约课程BBS发展的因素,然后从教师、学生、交互工具等因素方面提出了改善的建议和策略。
本文的特色在于从教育心理学特别是教育社会心理学角度探讨了影响和制约师生网络教学交互的各种因素。通过调查师生网络教学交互的现状,初步探讨了影响和制约网络教学交互的因素,为深入解析教学交互的过程和规律,进而找到评价和提高网络教学设计和教学水平的有效策略提供了理论依据。
Internet is changing our social lives including education increasingly. Higher schools all round the world attach great importance on the effect of internet on education,many universities provide some kinds of internet communication mode as a complementarities of traditional face-to-face teaching model,or offer entire online courses.
However,through which way,to what extent can the potential advantage of internet be fulfilled? Some researches find that many instructors only use internet to facilitating low level tasks such as posting the syllabus,distributing lecture notes,or administering multiple-choice exams. In some cases,internet technology is used for communicating conceptual information and testing conceptual knowledge,teaching methods used in some online courses are monotonous,and the teaching qualities aren’t very good. Some studies on online learning indicate students didn’t develop successfully in the fields such as critical thinking capacity and problem-solving skills , Higher level social knowledge building researcher expected is difficult to realize. Researchers show that potential advantages of internet can’t be realized automatically.
The thesis detailed puts up literature on the study present condition both domestic and abroad theories foundation. At the basic of theory discussion, the thesis carried through questionnaire research on the participation of the teachers and the students,the cognition of the students and the emotional intercourse between teachers and the students about the asynchronous teaching discussion and the synchronous respond on-line, with The Shanghai QiongXing Vocational-technical School for example. The study statistic analysis the research date applying SPSS software. According to the result the thesis summarized the factor influencing and restricting the course BBS,then it put forward the improved suggestion and the strategy from teacher’s factor,student’s factor and the interaction tool.
The feature of the thesis consists in discussion many factors affecting web-based instructional interaction from educational psychology, especially educational social psychology. The thesis researches the actuality of web-based instruction between teachers and students,and primary discusses the fact affecting the web-based instructional interaction of students and teachers, and provides theory in-deathly resolving the process and rule of instructional interaction, then discovering effective strategy for evaluating and ameliorating web-based instruction design and instruction level.
引文
1 陈丽. 术语“教学交互”本质及其相关概念的辨析[J].中国远程教育 2004(1):12-16
2 詹姆斯·泰勒 《网上的教与学研究:积极者、旁观者和消极者》
3陈丽. 术语“教学交互”本质及其相关概念的辨析[J].中国远程教育 2004(1):12-16
[1] 陈丽,张伟远,郝丹.中国远程学习者学习风格特征的三维模型[J].开放教育研究.2005(4):45-52
[2] 陈丽 (2004a) 网络异步交互环境中学生间社会性交互的质量——远程教师培训在线辅导答疑的案例研究[J].中国远程教育,2004(7):19-22
[3] 陈丽(2004b) 远程教育中教学媒体的交互性研究[J].中国远程教育,2004:1-24.
[4] 陈丽 (2004d) 计算机网络中学生间社会性交互的规律[J].中国远程教育,2006:17-22
[5] 陈丽 (2004d) 术语“教学交互”的本质及其相关概念的辨析[J].中国远程教育,2004(2):12-16
[6] 陈丽 (2004e)远程学习的教学交互模型和教学交互层次塔[J].中国远程教育,2004(3):24-28
[7] 陈丽 (2004f) 远程教学中交互规律的研究现状述评[J].中国远程教育,2004(1)上
[8] 陈丽 (2006) 异步交互中远程学习者教学交互水平的研究[J].中国远程教育,2006(2)上
[9] 甘永成 (2006) 论虚拟学习社区中的知识建构[J].中国远程教育,2006(2)上
[10] 甘永成,陶舟 (2006)e-leaming、知识管理与虚拟学习社区[J].电化教育研究,2006(1).
[11] 齐剑鹏.现代远程高等教育中基于 BBS 的交互式学习研究[D].华南师范大学信息技术学院硕士学位论文,2003:46-117
[12] 陈庚,安玉洁,李亚春,部红艳,远程学习者特征研究的现状[J].中国远程教育,2005(11):13-21
[13] 王陆主编(2004) .虚拟学习社区-原理与应用[M].北京:高等教育出版社
[14] 刘黄玲子,朱伶俐,陈义秦,黄荣怀(2005).基于交互分析的协同知识建构的分析[J] .《开放教育研究》,2005(2):31-37.
[15] 祝新宇 基于 Web 的网络教学交互理论的探讨 南京师范大学学位论文 2002
[16] 王磊 “论远距离教学中的互动理论”《电化教育研究》2000,4
[17] 胡欣,刘惠芬 交互式网络教学特性分析 http://www.etc.edu.cn/articledigest18/texing-fenxi.htm
[18] 詹姆斯·泰勒.网上的教与学研究 :积极者、旁观者和消极者[J].教育技术通讯,2007(7)
[19] 王广新,黎加厚.论网络远程学习中的交互[J]. 电化教育研究,2000(1)
[20] 陈齐荣,唐海涛.网络教学交互状况调查及其设计策略探讨[J] .2007(4):37-40
[21] 曹良亮,陈丽.远程学习者异步交互的行为方式和特点[J].2006(1):15-19
[22] 闫海波 影响现代远程教育教学交互质量的因素分析[J] .《 吉林广播电视大学学报 》2006(1):114-116
[23] 李芙风,胡卫星.网络远程教 学交互研究的现状及问题分析 [J].中国电化教育.2003(9):93—95
[24] 李艺,张增荣 网络教学中的师生交互及其内涵 http://ete.elec.bnu.edu.cn
[25] 王佑美 项国雄 “交互活动分析”计算机世界网 http://www. ccw. com. cn
[26] 基更 (1991 ) 远距离教育基础,丁新等译(1996),北京:中央广播电视大学出版社
[27] 张伟远 (2003a) 国际论坛:现代远程教育的理念与实践,北京:中央广播大学出版社
[28] 张伟远 (2003c) 开放大学的网上教学:亚洲地区七国九地的调查报告,中国远程教育,第 9 期,35-42
[29] 王佑镁,项国雄(2003) 交互活动分析,http://www.ccw.com.cn/lhtm/produ/topic/01_3_166.asp
[30] 戴心来,齐心荣 网络课程的教学交互及其设计探究 2005 年(9):69-72
[31] Rose,E.(1999).Deconstructing Interactivity in educational computing[J].Educational Technology,39(1) :43-49
[32] Kian-SamHong.Relationships between students and instructional variables with satisfaction and learning from a Web-based course[J].Internet Higher Education,2002(5).
[33] Moore,M.G.Three types of Interaction.The American Journal of Distance Education,1989,3(2)
[34] Garrison D.R.Quality and Theory in Distance Education:Theoretical Considerations[J].Education Technology,39(1):43-49
[35] Robin M.Starr, Delivery Instruction on the World Wide Web: Overview and Basic Design Principles, Educational Technology/May-one, 1997
[36] Larry Gilbert, David R. Moore.Building Interactivity into Web Courses:Tools for Social and Instructional Interaction.Educational Technology, 1998, 38(3)
[37] Roblyer, M.D.&Wiencke W.R. (2003).Design and use of a rubric to assess and encourage interactive qualities in distance education, The American Journal of Distance Education, Vol.17, No.2, 77-98
[38] Wagner, E.D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, Vol.8, No.2, 6-29
2 詹姆斯·泰勒 《网上的教与学研究:积极者、旁观者和消极者》
3陈丽. 术语“教学交互”本质及其相关概念的辨析[J].中国远程教育 2004(1):12-16
[1] 陈丽,张伟远,郝丹.中国远程学习者学习风格特征的三维模型[J].开放教育研究.2005(4):45-52
[2] 陈丽 (2004a) 网络异步交互环境中学生间社会性交互的质量——远程教师培训在线辅导答疑的案例研究[J].中国远程教育,2004(7):19-22
[3] 陈丽(2004b) 远程教育中教学媒体的交互性研究[J].中国远程教育,2004:1-24.
[4] 陈丽 (2004d) 计算机网络中学生间社会性交互的规律[J].中国远程教育,2006:17-22
[5] 陈丽 (2004d) 术语“教学交互”的本质及其相关概念的辨析[J].中国远程教育,2004(2):12-16
[6] 陈丽 (2004e)远程学习的教学交互模型和教学交互层次塔[J].中国远程教育,2004(3):24-28
[7] 陈丽 (2004f) 远程教学中交互规律的研究现状述评[J].中国远程教育,2004(1)上
[8] 陈丽 (2006) 异步交互中远程学习者教学交互水平的研究[J].中国远程教育,2006(2)上
[9] 甘永成 (2006) 论虚拟学习社区中的知识建构[J].中国远程教育,2006(2)上
[10] 甘永成,陶舟 (2006)e-leaming、知识管理与虚拟学习社区[J].电化教育研究,2006(1).
[11] 齐剑鹏.现代远程高等教育中基于 BBS 的交互式学习研究[D].华南师范大学信息技术学院硕士学位论文,2003:46-117
[12] 陈庚,安玉洁,李亚春,部红艳,远程学习者特征研究的现状[J].中国远程教育,2005(11):13-21
[13] 王陆主编(2004) .虚拟学习社区-原理与应用[M].北京:高等教育出版社
[14] 刘黄玲子,朱伶俐,陈义秦,黄荣怀(2005).基于交互分析的协同知识建构的分析[J] .《开放教育研究》,2005(2):31-37.
[15] 祝新宇 基于 Web 的网络教学交互理论的探讨 南京师范大学学位论文 2002
[16] 王磊 “论远距离教学中的互动理论”《电化教育研究》2000,4
[17] 胡欣,刘惠芬 交互式网络教学特性分析 http://www.etc.edu.cn/articledigest18/texing-fenxi.htm
[18] 詹姆斯·泰勒.网上的教与学研究 :积极者、旁观者和消极者[J].教育技术通讯,2007(7)
[19] 王广新,黎加厚.论网络远程学习中的交互[J]. 电化教育研究,2000(1)
[20] 陈齐荣,唐海涛.网络教学交互状况调查及其设计策略探讨[J] .2007(4):37-40
[21] 曹良亮,陈丽.远程学习者异步交互的行为方式和特点[J].2006(1):15-19
[22] 闫海波 影响现代远程教育教学交互质量的因素分析[J] .《 吉林广播电视大学学报 》2006(1):114-116
[23] 李芙风,胡卫星.网络远程教 学交互研究的现状及问题分析 [J].中国电化教育.2003(9):93—95
[24] 李艺,张增荣 网络教学中的师生交互及其内涵 http://ete.elec.bnu.edu.cn
[25] 王佑美 项国雄 “交互活动分析”计算机世界网 http://www. ccw. com. cn
[26] 基更 (1991 ) 远距离教育基础,丁新等译(1996),北京:中央广播电视大学出版社
[27] 张伟远 (2003a) 国际论坛:现代远程教育的理念与实践,北京:中央广播大学出版社
[28] 张伟远 (2003c) 开放大学的网上教学:亚洲地区七国九地的调查报告,中国远程教育,第 9 期,35-42
[29] 王佑镁,项国雄(2003) 交互活动分析,http://www.ccw.com.cn/lhtm/produ/topic/01_3_166.asp
[30] 戴心来,齐心荣 网络课程的教学交互及其设计探究 2005 年(9):69-72
[31] Rose,E.(1999).Deconstructing Interactivity in educational computing[J].Educational Technology,39(1) :43-49
[32] Kian-SamHong.Relationships between students and instructional variables with satisfaction and learning from a Web-based course[J].Internet Higher Education,2002(5).
[33] Moore,M.G.Three types of Interaction.The American Journal of Distance Education,1989,3(2)
[34] Garrison D.R.Quality and Theory in Distance Education:Theoretical Considerations[J].Education Technology,39(1):43-49
[35] Robin M.Starr, Delivery Instruction on the World Wide Web: Overview and Basic Design Principles, Educational Technology/May-one, 1997
[36] Larry Gilbert, David R. Moore.Building Interactivity into Web Courses:Tools for Social and Instructional Interaction.Educational Technology, 1998, 38(3)
[37] Roblyer, M.D.&Wiencke W.R. (2003).Design and use of a rubric to assess and encourage interactive qualities in distance education, The American Journal of Distance Education, Vol.17, No.2, 77-98
[38] Wagner, E.D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, Vol.8, No.2, 6-29