基于ARS的课堂互动双编码分析模型设计与应用

发布时间：2018-01-04 06:27

本文关键词：基于ARS的课堂互动双编码分析模型设计与应用　出处：《电化教育研究》2015年11期 　论文类型：期刊论文

【摘要】：媒体技术的更新促进着课堂教学环境的变迁,在新媒体技术环境下只有不断优化弗兰德斯互动分析系统,才能持续地发挥其教育应用价值。以弗兰德斯互动分析系统及其局限性为基础,梳理了国内学者对弗兰德斯互动分析系统的优化和改进,研究发现,已有学者对FIAS的改进仍存在改变了FIAS原有分析矩阵结构和割裂了技术与教育之间关系两大问题;以技术哲学思想为理论指导,构建了基于信息技术的课堂互动分析模型,并以此为理论框架,设计了基于ARS课堂互动双编码分析模型(ARSIAS),克服了已有FIAS编码改进中存在的两大问题;ARSIAS教学实践应用将量化分析和质性评价有机结合;基于ARS的课堂互动双编码分析模型还可调整、延伸至新媒体技术环境下的课堂互动教学分析和评价中。
[Abstract]:The renewal of media technology promotes the change of classroom teaching environment. Under the new media technology environment, Flanders interactive analysis system can only be optimized. On the basis of Flanders interactive analysis system and its limitations, this paper combs the optimization and improvement of Flanders interactive analysis system by domestic scholars, and finds out. There are still two problems existing in the improvement of FIAS by scholars, such as changing the structure of the original analysis matrix of FIAS and separating the relationship between technology and education. Guided by the philosophy of technology, this paper constructs a classroom interaction analysis model based on information technology, and designs an ARSIAS-based classroom interaction dual-coding analysis model based on ARS. It overcomes the two problems existing in the improvement of FIAS coding. The application of ARSIAS teaching practice combines quantitative analysis with qualitative evaluation. The dual coding analysis model of classroom interaction based on ARS can also be adjusted and extended to the classroom interactive teaching analysis and evaluation under the new media technology environment.
【作者单位】：南通大学教育科学学院;浙江大学教育学院;
【基金】：江苏省教育科学“十二五”规划课题“智慧教室中基于ARS系统的互动教学的影响因素研究”(课题编号:D/2013/01/053) 江苏省高校哲学社会科学研究课题“教学应答系统促进课堂互动的实证研究”(课题编号:2015SJD637)
【分类号】：G434
【正文快照】： 媒体技术的不断变迁推进课堂教学环境从以“教”为中心逐渐向以“学”为中心转变,教学应答系统(Audience Response Systems,以下简称ARS),作为智慧教室物理架构的重要组成部分之一,凭借动态即时的反馈功能,能有效地加强课堂管理,提高师生和生生互动,是培养和发挥学习的自主能

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