技术支持的形成性评价教学对大学生学习投入度和研究能力的影响研究
发布时间：2018-11-28 16:45
【摘要】：移动技术的迅猛发展给人们的生活带来了巨大的改变。更多的学者以及教育人士以期移动技术能够在教育领域掀起狂潮。因此,近年来更多的学者研究移动技术为教育带来的变革。传统高等教育的教学模式已不能满足学习者的学习需求,基于智能终端的移动学习模式可以作为高等教育的有效补充和优化,同时,持续的形成性评价是学生获取知识技能的有效方法,有效的形成性评价不仅能监督管理学生的学习过程,而且能帮助学生发展更为有效的学习策略,能提高课堂中的师生交互性,解决现在大学课堂教学中存在的一些问题。而随着科技的进步,技术给教育评价领域带来深刻的变革,产生了技术支持的形成性评价(Technology-Enhanced Formative Assessment) 。本研究构建技术支持的形成性评价教学模式,在华中师范大学《教育技术学研究方法》课程中应用该模式。在阅读文献的基础上发现大学生学习投入度对大学生的学习成绩有重要影响。并且根据现有研究发现现有高校大学生在课堂上面经常玩手机,“低头族”现象比较严重。本研究在基于大学课堂“低头族”问题的基础上,探究技术支持的形成性评价教学对大学生学习投入度的影响,并且在此基础上探讨影响大学生学习投入度的因素。在应用该模式的基础上,本研究在实验组与对照组之间采取不同的教学策略。实验组学生在完成活动任务之前给予学生评价量规;对照组学生在完成活动任务之后给予学生评价量规。该课程的目的是解决教育问题并且为教育研究提供方法的课程。笔者通过访谈老师并且与团队合作结合该课程的特点主要探究大学生的研究能力。因此在一学期结束之际笔者通过前后测数据对比分析技术支持的形成性评价教学对大学生研究能力的影响。并且在此基础上探究给予评价量规的教学策略对大学生研究能力的影响。根据研究结果发现:(1)技术支持的形成性评价教学能够促进大学生学习投入度的提升;(2)自我效能感、学习动机、学习态度、教师因素、同伴因素以及其他因素(学校和家庭)对大学生学习投入度有显著影响;(3)技术支持的形成性评价教学促进大学生研究能力的发展。
[Abstract]:The rapid development of mobile technology has brought great changes to people's lives. More scholars and educators hope that mobile technology can set off a frenzy in the field of education. Therefore, in recent years, more and more scholars study the change that mobile technology brings to education. The traditional teaching mode of higher education can no longer meet the learning needs of learners. The mobile learning model based on intelligent terminal can be used as an effective supplement and optimization of higher education, at the same time, Continuous formative evaluation is an effective method for students to acquire knowledge and skills. Effective formative evaluation can not only supervise and manage the learning process of students, but also help students to develop more effective learning strategies. It can improve the interaction between teachers and students and solve some problems existing in college classroom teaching. With the progress of science and technology, technology has brought profound changes to the field of educational evaluation, which has produced formative evaluation of technical support (Technology-Enhanced Formative Assessment). This study constructs a formative evaluation teaching model supported by technology and applies it in the course of Educational Technology Research method of Central China normal University. On the basis of reading literature, it is found that the degree of college students' learning investment has an important effect on their academic achievement. And according to the existing research found that the existing college students often play mobile phone above the classroom, "Phubber" phenomenon is more serious. Based on the question of "Phubber" in college classroom, this study explores the influence of formative evaluation teaching of technical support on the degree of college students' learning input, and on this basis, probes into the factors that affect the degree of college students' learning investment. On the basis of applying this model, different teaching strategies were adopted between the experimental group and the control group. The students in the experimental group were given the evaluation gauge before completing the activity task, and the students in the control group were given the evaluation gauge after the completion of the activity task. A course designed to solve educational problems and provide methods for educational research. The author mainly explores the research ability of college students by interviewing the teachers and cooperating with the team in combination with the characteristics of the course. Therefore, at the end of the semester, the author analyzes the influence of formative evaluation teaching on college students' research ability through the comparison of pre-and post-test data. On the basis of this, this paper explores the influence of teaching strategies on the research ability of college students. According to the research results: (1) formative evaluation of technical support teaching can promote the degree of college students' learning investment; (2) Self-efficacy, learning motivation, learning attitude, teacher factor, peer factor and other factors (school and family) have significant influence on the degree of college students' learning involvement; (3) formative evaluation teaching of technical support promotes the development of college students' research ability.
【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
本文编号：2363564
[Abstract]:The rapid development of mobile technology has brought great changes to people's lives. More scholars and educators hope that mobile technology can set off a frenzy in the field of education. Therefore, in recent years, more and more scholars study the change that mobile technology brings to education. The traditional teaching mode of higher education can no longer meet the learning needs of learners. The mobile learning model based on intelligent terminal can be used as an effective supplement and optimization of higher education, at the same time, Continuous formative evaluation is an effective method for students to acquire knowledge and skills. Effective formative evaluation can not only supervise and manage the learning process of students, but also help students to develop more effective learning strategies. It can improve the interaction between teachers and students and solve some problems existing in college classroom teaching. With the progress of science and technology, technology has brought profound changes to the field of educational evaluation, which has produced formative evaluation of technical support (Technology-Enhanced Formative Assessment). This study constructs a formative evaluation teaching model supported by technology and applies it in the course of Educational Technology Research method of Central China normal University. On the basis of reading literature, it is found that the degree of college students' learning investment has an important effect on their academic achievement. And according to the existing research found that the existing college students often play mobile phone above the classroom, "Phubber" phenomenon is more serious. Based on the question of "Phubber" in college classroom, this study explores the influence of formative evaluation teaching of technical support on the degree of college students' learning input, and on this basis, probes into the factors that affect the degree of college students' learning investment. On the basis of applying this model, different teaching strategies were adopted between the experimental group and the control group. The students in the experimental group were given the evaluation gauge before completing the activity task, and the students in the control group were given the evaluation gauge after the completion of the activity task. A course designed to solve educational problems and provide methods for educational research. The author mainly explores the research ability of college students by interviewing the teachers and cooperating with the team in combination with the characteristics of the course. Therefore, at the end of the semester, the author analyzes the influence of formative evaluation teaching on college students' research ability through the comparison of pre-and post-test data. On the basis of this, this paper explores the influence of teaching strategies on the research ability of college students. According to the research results: (1) formative evaluation of technical support teaching can promote the degree of college students' learning investment; (2) Self-efficacy, learning motivation, learning attitude, teacher factor, peer factor and other factors (school and family) have significant influence on the degree of college students' learning involvement; (3) formative evaluation teaching of technical support promotes the development of college students' research ability.
【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
【参考文献】
相关期刊论文 前10条
1 汪雅霜;;《我国大学生学习投入度调查问卷》设计与检验——基于“国家大学生学习情况调查”数据分析[J];河北科技大学学报(社会科学版);2015年03期
2 张艳梅;章宁;涂艳;唐小毅;吴靖;;移动环境下学习者在线参与度研究[J];现代教育技术;2014年11期
3 马志强;王雪娇;龙琴琴;;网络同伴互评活动设计与应用研究[J];现代教育技术;2014年10期
4 朱红灿;;大学生学习投入影响因素的研究——基于学习行为投入、情感投入、认知投入维度[J];高教论坛;2014年04期
5 张宇;;大学生研究性学习能力及其提升路径[J];学理论;2013年20期
6 赵德成;;教学中的形成性评价:是什么及如何推进[J];教育科学研究;2013年03期
7 汪雅霜;;大学生学习投入度的实证研究——基于2012年“国家大学生学习情况调查”数据分析[J];中国高教研究;2013年01期
8 寇海莲;万正刚;;概念图用于C程序设计教学评价的实践研究[J];中国电化教育;2012年10期
9 张娜;;国内外学习投入及其学校影响因素研究综述[J];心理研究;2012年02期
10 汪玉侠;齐钦;;大学生课堂学习投入现状及影响因素调查研究——以一新建地方本科院校为例[J];教学研究;2012年02期
相关博士学位论文 前1条
1 石映辉;基于交互式电子白板的课堂教学对中学生学习相关因素影响之研究[D];华中师范大学;2014年
相关硕士学位论文 前3条
1 谢黎蓉;基于“云课堂”的同伴评价对大学生学习成效与态度的影响研究[D];华中师范大学;2016年
2 赵蕾;大学生课程学习投入度的影响因素分析[D];华中科技大学;2013年
3 朱亭亭;知识共享对大学生研究能力提升的影响研究[D];大连理工大学;2010年
，本文编号：2363564
本文链接：https://www.wllwen.com/jiaoyulunwen/jiaoyutizhilunwen/2363564.html
