基于建构性反馈的双循环对分课堂教学模式研究
A Study on Double-Cycle Split Classroom Teaching Model Based on Constructive Feedback
牛世婧 1詹泽慧1
作者信息
- 1. 华南师范大学 教育信息技术学院,广东 广州 510631
- 折叠
摘要
随着教育数字化转型的推进,混合学习因能够结合线上线下教学优势、提供更灵活多样的学习体验、适应数字化转型的需求而受到高校课堂的青睐.然而,对于人数较多的通识课程或专业必修课程,大班式在线教学中容易出现师生和生生互动缺乏、学生社会存在感低、学习效果不佳等问题.为此,本研究提出了基于建构性反馈的双循环对分课堂教学模式,核心理念是在泛在学习环境与信息化工具的支撑下,以学习支架为引导,完成两轮相互迭代的循环:学生主体建构循环与师生生成性建构循环,最终指向以建构性反馈为基础的"教、学、评"一致性设计.针对该模式,本研究对华南地区某大学全校性公共必修课"现代教育技术"的165位本科二年级学生开展了为期16周的教学实验,结果表明,该教学模式对提高学生的社会存在感、学习动机和学习成绩具有积极的作用,可为教育数字化转型背景下开展混合学习提供参考.
Abstract
With the advancement of digital transformation of education,blended learning is favored by college classrooms for its ability to combine the advantages of online and offline teaching,provide a more flexible and diverse learning experience,and adapt to the needs of digital transformation.However,for general education courses or major compulsory courses with a large number of students,the lack of teacher-student and student-student interactions,the low sense of social presence of students,and the poor learning effect are prone to occur in large-class online teaching.Therefore,this research proposes a double-cycle split classroom teaching model based on constructive feedback,with the core concept of completing two rounds of mutually iterative cycles guided by learning scaffolds under the support of ubiquitous learning environments and informational tools,namely,the student-centered cycle and teacher-student generative cycle,and finally both serve for the consistent design of teaching assessment based on constructive feedback.A 16-week teaching experiment is conducted among 165 sophomores attending the compulsory university-wide public course"Modern Educational Technology"from X university in South China.The results show that the teaching model has a positive effect on improving students'sense of social presence,motivation and academic performance,and can provide a reference for blended learning in the context of digital transformation of education.
关键词
建构性反馈/双循环对分课堂/混合学习/教学模式Key words
Constructive feedback/Double-cycle split classroom/Blended learning/Teaching model引用本文复制引用
基金项目
国家自然科学基金(62277018)
教育部人文社会科学研究项目(22YJC880106)
广东省学位与研究生教育改革研究项目(2023JGXM_046)
出版年
2024
NETL
NSTL
维普
万方数据