师生交互的个体差异研究——基于翻转课堂的个案调查与分析

发布时间：2018-07-03 16:24

本文选题：翻转教学 + 师生交互　；参考：《中国电化教育》2016年08期

【摘要】：师生交互是翻转教学成功的重要因素,该文在构建师生交互理论框架的基础上,设计出有较高信度和效度的问卷,以一所地方高校为样本进行实证分析,结果表明:学习者参与师生交互的总体情况不理想,并且学生在师生交互的不同维度上存在差异。其中,交互数量和交互范围两个维度较好,其他维度上还需要改进;年级不同的学生在师生交互整体上存在显著差异,在交互范围、交互数量、交互内容和交互强度上也存在显著差异,对网络依赖不同的学生在交互范围与交互距离上存在显著差异,其他情况均不存在显著差异。因此,教师要营造以学生为中心的学习环境,通过持续的学习支持充分发挥引领作用,并针对学生的个体差异,调整师生交互的侧重点,把学生对网络的依赖性转化为参与师生交互的积极性,实现高效的师生交互,促进翻转教学实践的持续改进。
[Abstract]:Teacher-student interaction is an important factor in the success of flipping teaching. Based on the theoretical framework of teacher-student interaction, this paper designs a questionnaire with high reliability and validity, and takes a local university as a sample for empirical analysis. The results show that the overall situation of learners' participation in teacher-student interaction is not satisfactory, and there are differences in different dimensions of teacher-student interaction. Among them, the interaction number and the interaction range are better, and the other dimensions need to be improved. The students of different grades have significant differences in the overall interaction between teachers and students. There are also significant differences in the content and intensity of interaction, there are significant differences in the interaction range and distance between the students who depend on the network, and there are no significant differences in other situations. Therefore, teachers should create student-centered learning environment, give full play to the leading role through continuous learning support, and adjust the emphasis of teacher-student interaction according to the individual differences of students. The dependence of the students on the network is transformed into the enthusiasm to participate in the teacher-student interaction, the efficient teacher-student interaction is realized, and the continuous improvement of the flipping teaching practice is promoted.
【作者单位】：北京师范大学教育技术学院;聊城大学传媒技术学院;
【基金】：国家社科基金教育学一般课题“课堂交互产生学习结果的认知模型与仿真研究”(课题编号:BCA100023) 山东省“十二五”教育科学规划课题“教师在线培训中的学习绩效研究”(课题编号:2013GG053)的成果
【分类号】：G434

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