网络学习空间中交互对学习者反思水平的影响研究

发布时间：2018-05-05 22:02

本文选题：网络学习空间 + 交互　；参考：《华中师范大学》2017年硕士论文

【摘要】：21世纪将“学会求知”视为教育的重要支柱,而反思是帮助学习者学会学习的重要途径,因此,提升学习者的反思水平尤为重要。信息时代,网络学习空间为学习者的在线学习提供了良好的技术支持,能够很好地服务于学习者的学习,利用网络学习空间开展反思性学习已成为学习者反思水平提升的新途径。交互是教学活动中最基本的要素之一,目前网络学习交互是一种非常普遍的学习方式,并且加强网络学习交互是促进学习者反思水平提升的重要策略。《现代教育技术》课程是培养学习者信息化教学能力的重要课程,学校为了提高教学质量而进行了相应的教学改革,采取混合学习的模式开展教学工作,并将学习者的反思水平提升视为课程体系的重要部分。本文一方面为了深入探究网络学习空间中交互对学习者反思水平的影响,另一方面为了提高学习者的反思水平,由此借助QQ群论坛,以该课程的学习者作为研究对象,进行了反思写作和交互的研究。首先,本文运用文献研究法,了解网络学习环境下交互对学习者反思水平影响的研究现状。基于此,然后采用准实验研究法开展研究,进行教学设计,并让学习者进行了历时八周的反思写作和交互活动,从而得到学习者撰写的反思日志以及相应的交互帖子。紧接着运用内容分析法对学习者的反思日志和交互帖子进行内容分析。最后通过数据统计分析法分析学习者的反思水平、交互数量和交互质量情况,运用独立样本T检验法、相关分析法和回归分析法分析交互对学习者反思水平的影响,得出最终的研究结论如下:网络学习空间中发布的交互数量、收到的交互数量和发布的交互质量均能够显著提升学习者反思水平,而收到的交互质量未能显著提升学习者反思水平。发布的交互数量对学习者描述性作品和描述性反思具有显著的负向影响,而对批判性反思具有显著的正向影响;收到的交互数量对学习者描述性作品和描述性反思具有显著的负向影响,而对对话性反思和批判性反思具有显著的正向影响;发布的交互质量对学习者描述性作品具有显著的负向影响;收到的交互质量对学习者的四类反思水平层级均无显著影响。在整个研究过程中,学习者的整体反思水平得到了提升,且在教师实施相应交互增强策略的影响下,学习者对于网络学习交互一直维持着较高的积极性,但是整体交互质量并不乐观,处于较低水平。基于上述研究结论,本文提出了对于教师在教学中运用网络学习空间通过交互方式促进学习者反思水平提升的针对性建议,如建构良好的网络学习交互环境和氛围、设计高质量的反思主题、运用合适的交互增强策略、完善交互质量评价机制以及发挥教师的引导和督促作用等。
[Abstract]:In the 21st century, "learning to learn" is regarded as an important pillar of education, and reflection is an important way to help learners learn to learn. Therefore, it is very important to improve the level of reflection of learners. In the information age, the online learning space provides good technical support for learners' online learning, and can serve learners' learning well. It has become a new way for learners to improve their reflective level by using network learning space to carry out reflective learning. Interaction is one of the most basic elements in teaching activities. At present, network learning interaction is a very common way of learning. The course of Modern Educational Technology is an important course to cultivate learners' ability of information-based teaching, and to strengthen the interaction of web-based learning is an important strategy to promote the improvement of learners' level of introspection. In order to improve the teaching quality, the school has carried out the corresponding teaching reform, adopted the mixed learning mode to carry out the teaching work, and regarded the improvement of the learners' reflection level as an important part of the curriculum system. On the one hand, in order to deeply explore the influence of interaction in the online learning space on learners' reflective level, on the other hand, in order to improve the reflective level of learners, this paper, with the help of QQGroup Forum, takes the learners of this course as the research object. The author carries on the research of reflection writing and interaction. First of all, this paper uses literature research method to understand the current situation of the effect of interaction on learners' reflective level in the network learning environment. Based on this, the quasi-experimental research method is adopted to carry out the teaching design, and the learners are given eight weeks of reflective writing and interactive activities to obtain the reflection log and the corresponding interactive posts written by the learners. Then the content analysis method is used to analyze the content of the learners' reflection log and interactive post. Finally, the author analyzes the level of reflection, the quantity of interaction and the quality of interaction through statistical analysis, and analyzes the influence of interaction on the level of reflection by using independent sample T test, correlation analysis and regression analysis. The final conclusions are as follows: the number of interactions published in the online learning space, the number of interactions received and the quality of the published interaction can significantly improve the level of reflection of learners. However, the quality of interaction received did not significantly improve the level of learners' reflection. The number of published interactions has a significant negative impact on descriptive work and descriptive reflection, while it has a significant positive impact on critical reflection. The number of interactions received has a significant negative impact on descriptive work and descriptive reflection, while it has a significant positive impact on dialogue and critical reflection. The published interaction quality has a significant negative impact on the learner's descriptive work, while the received interaction quality has no significant effect on the four levels of reflection. In the whole research process, learners' overall reflection level has been improved, and under the influence of teachers' corresponding interaction enhancement strategies, learners have maintained a high level of enthusiasm for e-learning interaction. However, the overall quality of interaction is not optimistic, at a lower level. Based on the above conclusions, this paper puts forward some specific suggestions for teachers to promote the improvement of learners' introspection level by using online learning space in teaching, such as constructing a good interactive environment and atmosphere for online learning. Design high quality reflective theme, use appropriate interactive enhancement strategy, perfect interaction quality evaluation mechanism, and give full play to teachers' guidance and supervision.
【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】：G434

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