在线课堂管理平台辅助高校教学的应用探究

发布时间：2018-03-02 05:21

本文关键词： 课堂管理平台课堂教学辅助教学课堂交互　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着网络移动技术的快速发展,新的教学理念、教学模式的发展必然会使教学领域发生变革。与以前注重传授知识不同,学校教学逐渐开始注重对知识的掌握,学习过程的参与感倍受重视。目前,在高等院校中普遍存在着旷课、上课玩手机、课堂学习效果不好、课上课下缺乏互动以及反馈不及时等问题。为了改善上述问题,笔者首先在相关教学理论的指导下结合高校特点,从目前常用的辅助教学平台中筛选出了在线课堂管理平台“课堂派”,设计了运用该平台辅助教学的形式,并针对高校不同的课程内容阐述了一些实施的具体步骤。接着将2016级电子商务专业和2015级信息管理专业的同学作为实践对象,以《西方经济学》中的“供给”一节为例展开教学实践。教学实践主要从课前、课中、课后三个环节进行展开。课前环节包括资料共享和解决学生在课前预习中所出现的疑问;课中环节则是通过师生间的互动,使学生能够更多地参与到课堂学习中,课堂氛围更加活跃;课后环节主要是作业的在线提交与批阅,同时包括学生的自测与作业反馈。最后笔者通过问卷调查的方式来得到学生对本次教学实践的体验效果。两个班一共发放了90份问卷,其中有效问卷为86份。通过对问卷调查所得到的数据进行因子分析后,得出绝大多数学生能够接受在线课堂管理平台辅助教学的这种形式,其在学生的学习内化效果上、学生学习的兴趣性和参与性以及教学的反馈及时性上都表现出了比较显著的效果。其中第4个公因子随时随地学习和知识框架归在同一个公因子且其信度较低,说明这种形式在这两方面表现得还不够显著。通过本研究,表明笔者所筛选出的在线课堂管理平台“课堂派”能够有效促进师生之间的交流互动,提高教师教学效果和学生学习效率,并且对学生深入掌握知识也有一定的帮助;同时拓展了师生课前、课后的交互活动。当然本研究对平台辅助教学的设计还需要进一步完善,特别是课中环节,需要更充足的时间来对其进行纠正。
[Abstract]:With the rapid development of network mobile technology, the development of new teaching concept and teaching mode will inevitably change the teaching field. Different from the previous emphasis on imparting knowledge, school teaching has gradually begun to pay attention to the mastery of knowledge. At present, there are many problems in colleges and universities, such as absenteeism, playing with mobile phone in class, poor learning effect, lack of interaction in class and lack of timely feedback, etc. In order to improve the above problems, Under the guidance of the relevant teaching theory, the author first selects the online classroom management platform "classroom assignment" from the commonly used auxiliary teaching platform, and designs the form of using this platform to assist teaching. Then the students of 2016 E-commerce and 2015 Information Management are taken as the practical objects. Taking the section of "supply" in "Western Economics" as an example, the teaching practice is mainly carried out from three aspects: before, in class and after class. In class, the interaction between teachers and students enables students to participate more in classroom learning, and the classroom atmosphere is more active. At the same time, it includes students' self-test and homework feedback. Finally, the author obtains the experience effect of the students' teaching practice by means of questionnaire. The two classes issued 90 questionnaires. The effective questionnaire is 86. Through factor analysis of the data obtained from the questionnaire, it is concluded that most students can accept the online classroom management platform as a form of assisted teaching, which has the effect of internalizing students' learning. The interest and participation of students in learning and the timeliness of teaching feedback showed significant results. The fourth common factor, which belongs to the same common factor and its reliability is low, is the same at any time and anywhere. Through this study, the author shows that the online classroom management platform "classroom assignment" can effectively promote the interaction between teachers and students. Improving teachers' teaching effect and students' learning efficiency, and it is also helpful for students to master knowledge deeply; at the same time, it expands the interaction between teachers and students before and after class. Of course, the design of platform aided teaching needs to be further improved in this study. Especially in class, more time is needed to correct it.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G642.4;F0

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