基于CRS的师生互动教学策略设计与应用研究

发布时间：2018-04-15 07:21

本文选题：高校课堂 + 师生互动　；参考：《华中师范大学》2017年硕士论文

【摘要】：课堂师生互动有利于促进学生的学业成绩、思维能力等方面的提高与发展。课堂互动作为课堂的一个基本事实,互动水平和质量对课堂教学质量有着一定相关影响。为了了解当前高校课堂师生互动状况,本研究以华中师范大学为例,进行了关于课堂师生互动情况的问卷调查,通过对问卷数据的整理分析,发现当前的高校课堂师生互动存在着以下几个问题:1.教师掌握绝大多数的课堂时间,教师和学生之间互动的时间和机会不足;2.师生之间互动不公平,只有部分积极主动的学生参与课堂互动中;3.课堂师生互动的形式单一,高校课堂中的互动形式主要是以“教师提问,学生回答”为主,生生互动这种形式在课堂中较少发生。通过对课堂应答系统文献的综述,能发现课堂应答系统在提高学生课堂参与度以及课堂师生互动有着一定的促进作用。本研究从技术的角度,希望利用课堂应答系统来改善师生互动现状。Jeremy和William在CATAALYST理论模型中提出,通过为每学生提供互动机会和匿名应答能够促进学生全面的参与到课堂中。通过呈现全面的反馈信息能增加学生之间的相互支持。课堂应答系统的及时反馈,能够调整教学过程,这利于增加下一环节师生互动的动态性和不可预测性。Harry L.Dangel认为课堂应答系统在课堂中的使用应该增加学生掌控课堂的时间、鼓励师生之间的交流和学生之间的合作等原则。根据以上的理论成果,笔者设计了基于课堂应答系统的师生互动三种策略:(1)激发兴趣策略;(2)测评反馈策略;(3)引导建构策略。为了探究三种策略在真实课堂中的效果,本研究依托教育技术学专业选修课《多媒体学习》课堂进行了一个学期课程的实证研究。通过对无策略的使用对照课例课堂和使用策略的干预课例课堂进行时间序列分析、课堂行为分析和学生反思分析后,发现基于课堂应答系统的师生互动教学策略能够促进学生积极参与、激发学生兴趣、增加学生课堂中的互动时间和机会和促进互动公平,丰富师生互动形式。
[Abstract]:Classroom teacher-student interaction is conducive to the improvement and development of students' academic achievement and thinking ability.Classroom interaction as a basic fact of the classroom, the level of interaction and quality of classroom teaching quality has a certain correlation.In order to understand the current situation of classroom teacher-student interaction in colleges and universities, this research takes Huazhong normal University as an example, carries on the questionnaire survey about the classroom teacher-student interaction, through collates and analyzes the questionnaire data.Found that the current classroom teacher-student interaction in colleges and universities, there are the following several questions: 1.Teachers control the vast majority of classroom time, teachers and students interaction between the time and opportunities are inadequate. 2.The interaction between teachers and students is unfair, only some active students participate in classroom interaction.There is a single form of teacher-student interaction in the classroom. The main form of interaction in college classroom is "teachers ask questions, students answer", and student interaction occurs less in class.Based on the literature review of classroom response system, it is found that classroom response system plays an important role in enhancing students' classroom participation and classroom teacher-student interaction.From a technical point of view, this study hopes to improve the teacher-student interaction by using classroom response system. Jeremy and William propose in the CATAALYST theoretical model that providing each student with interactive opportunities and anonymous responses can promote students' full participation in the classroom.By presenting comprehensive feedback, students can support each other.The timely feedback of the classroom response system can adjust the teaching process, which is helpful to increase the dynamic and unpredictability of teacher-student interaction in the next link. Harry L.Dangel thinks that the use of the classroom response system in the classroom should increase the time for students to control the classroom.Encourage the exchange between teachers and students and cooperation between students and other principles.Based on the above theoretical results, the author designs three strategies of teacher-student interaction based on classroom response system: 1) stimulating interest strategy / 2) evaluating feedback strategy / 3) guiding construction strategy.In order to explore the effect of the three strategies in the real classroom, this study carried out an empirical study of the one-semester course on the basis of the elective course of Educational Technology, Multimedia Learning.Time series analysis, classroom behavior analysis and student reflection analysis were carried out on the non-strategy use control class and intervention class.It is found that the teacher-student interactive teaching strategy based on classroom response system can promote students' active participation, stimulate students' interest, increase students' interactive time and opportunity in class, promote interactive fairness, and enrich the form of teacher-student interaction.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G652.4;G434

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