高校混合教学推动策略下师生群体行为关系分析

发布时间：2018-01-15 11:10

本文关键词：高校混合教学推动策略下师生群体行为关系分析　出处：《电化教育研究》2017年12期 　论文类型：期刊论文

【摘要】：高校推进混合教学改革的研究与实践得到越来越多的关注,但校级推动策略能否引发师生教学行为的正向改善,尚缺乏实证证据。文章选取两所运用不同混合教学推动策略的高校,利用其网络教学平台中师生行为的表征数据,将师生群体在线行为分为五个不同维度:教师的备课行为、教学指导与协助行为、学生阅读行为、学习反馈行为和生师交互行为,构建了上述师生行为之间关系的结构方程模型,对比了两校师生行为关系的异同。结果发现:(1)采取不同混合教学推进策略的两所高校中教师在线教学行为都正向影响学生的在线学习行为;(2)采取自上而下策略的高校中教师与资源的深层交互行为更能引起学生的反馈,学生的学习反思更易影响生师交互;(3)在混合教学推动策略中自上而下的政策影响作用很大,但自下而上的策略因其注重教师培训和技术支持也不能被忽略,两者有机结合更能促进混合教学的顺利推进。
[Abstract]:More and more attention has been paid to the research and practice of promoting the reform of mixed teaching in colleges and universities, but whether the promotion strategy at the school level can lead to the positive improvement of the teaching behavior of teachers and students. There is a lack of empirical evidence. This paper selects two colleges and universities using different mixed teaching promotion strategies, and uses their network teaching platform to characterize the behavior of teachers and students. The online behavior of teachers and students is divided into five dimensions: teachers' lesson preparation behavior, teaching guidance and assistance behavior, students' reading behavior, learning feedback behavior and teacher interaction behavior. The structural equation model of the relationship between teacher and student behavior is constructed. The results show that the teachers' online teaching behavior in the two colleges and universities with different mixed teaching strategies has a positive effect on the students' online learning behavior. (2) the deep interaction between teachers and resources in colleges and universities adopting top-down strategy can lead to students' feedback, and students' reflection on learning is more likely to affect the interaction between students and teachers; 3) the top-down policy has a great influence on the mixed teaching promotion strategy, but the bottom-up strategy can not be ignored because of its emphasis on teacher training and technical support. The organic combination of the two can promote the smooth progress of mixed teaching.
【作者单位】：清华大学教育研究院;郑州大学教育学院;
【基金】：北京市教育科学规划重点课题“基于网络教学平台的学习分析研究”(课题编号:AJA13146)
【分类号】：G434;G642
【正文快照】： 一、问题的提出与单纯的在线学习和课堂教学相比,混合教学有效性更大[1-4],因而体现出明显优势,但在院校教学实践中并未广泛采用[5]。近年来,国内外开始研究高校推动混合教学的策略问题,提出了混合教学改革的实施框架[6-10],也有研究从教师教学行为评价实施效果[11]。信息技术

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