高校课程线上教学"互动悖论"现象与应对
The Phenomenon of"Interactive Paradox"in Online Teaching of University Courses and Its Countermeasures
王英飞1
作者信息
- 1. 浙江机电职业技术学院马克思主义学院,浙江杭州 310053
- 折叠
摘要
从互联网背景下交互式教育增强互动性的视角看,高校课程在线教学存在互动多、时效性强等方面的优势,但是在线上教学实践中良性互动没有增加反而存在教师在线教学独白、学生在线上课游离、在线课堂提问放空等互动减少的悖论现象.产生这种互动悖论的主要原因是教师线上教学理念陈旧、学生主观能动性差、网络平台独特性等.为此,需要在全面提升高校教师的综合素养,增强大学生对在线课程的学习兴趣和互动能动性,创新线上教学互动模式等方面采取多种措施消解互动悖论,以增强线上教学互动,提高在线教学的质量.
Abstract
From the perspective of enhancing the interactivity of interactive education in the context of the Internet,online teaching of university courses has the advantages of more interaction and strong timeliness.However,there is no increase in the benign interaction in online teaching practice,but there is a paradox of decreased interaction such as teachers'online teaching monologue,students'online class wandering,and online classroom questioning,etc.The main reasons for this interactive paradox are the outdated online teaching concept of teachers,the poor subjective initiative of students,the uniqueness of the network platform.Therefore,it is necessary to take various measures to eliminate the interactive paradox in terms of comprehensively improving the comprehensive quality of college teachers,enhancing students'interest in learning online courses and their interactive initiative,and innovating the interactive mode of online teaching,so as to enhance the interaction of online teaching and improve the quality of online teaching.
关键词
线上教学/互动悖论/教学互动/增强互动Key words
online teaching/interactive paradox/teaching interaction/enhance interaction引用本文复制引用
基金项目
浙江省高等学校重大人文社会科学攻关计划(2021-2022)(2023QN153)
浙江省哲学社会科学规划"高校思想政治工作"专项(2023)(23GXSZ074YBM)
出版年
2024
NETL
NSTL
万方数据