混合教学改革的阶段性特征与实施效果偏差分析

发布时间：2018-06-29 01:43

本文选题：混合教学改革 + 推进措施　；参考：《现代远程教育研究》2017年05期

【摘要】：混合教学改革被视为信息技术与教育深度融合的核心,日益受到国内外关注。然而,如何评价混合教学改革效果并采取有效的推进措施,成为制约混合教学改革深化的瓶颈。格拉汉姆等人的院校混合教改措施框架,以及UNESCO院校混合教改能力框架,都能对院校混合教改现状进行较为全面的描述,为院校定位自身所处阶段以及制订改进方案提供可操作的指南。但是这些研究提供的只是一个离散的阶段划分方法,对处于起步阶段和较为成熟阶段的院校,定位较为准确;对正在发展的院校,则存在不易定位的问题。从6所高等职业院校的混合教学改革现状调查,以及5118名参与教师的线上行为数据分析表明:对于混合教改阶段的特征描述不能仅局限于混合教改的措施,还应结合实施效果,如教师群体教学行为水平的提升,来评价院校所处阶段,进而细化改革措施。深化混合教学改革具有系统工程属性,需要上升至混合教育的高度开展系统化研究,即从课程、专业和学校三个层面,以及理论探索、技术构建和组织方案三个维度整体深化混合教育教学改革的研究和实践。
[Abstract]:The reform of mixed teaching is regarded as the core of the deep integration of information technology and education, and has been paid more and more attention at home and abroad. However, how to evaluate the effect of mixed teaching reform and take effective measures to promote it has become a bottleneck restricting the deepening of mixed teaching reform. Graham et al.'s framework of mixed educational reform measures and UNESCO's mixed educational reform capability framework can provide a more comprehensive description of the current situation of mixed educational reform in colleges and universities Provides operational guidance for colleges to position themselves at their stages and develop improvement programs. However, these studies only provide a discrete method of stage division, which is more accurate for the institutions in the initial stage and relatively mature stage, but difficult to locate for the developing universities. From the investigation of the current situation of the mixed teaching reform in 6 higher vocational colleges and the analysis of the online behavior data of 5118 teachers involved, it is shown that the characteristic description of the mixed teaching reform stage should not only be limited to the measures of the mixed teaching reform, but also should be combined with the effect of the implementation. For example, the improvement of teachers' teaching behavior level, to evaluate the stage of colleges and universities, and further refine the reform measures. Deepening the reform of mixed teaching has the property of system engineering, and needs to be raised to the level of mixed education to carry out systematic research, that is, from the three levels of curriculum, specialty and school, as well as theoretical exploration. The three dimensions of technology construction and organization plan deepen the research and practice of the teaching reform of mixed education.
【作者单位】：清华大学教育研究院;
【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”(AJA13146)
【分类号】：G434

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