體驗區
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| 篇名 |
混合式教学中教师支持策略对大学生学习投入水平改善的实证研究
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| 並列篇名 |
An Empirical Research on the Improvement of College Students’ School Engagement by Teachers’ Support Strategies in Blended Learning Environment
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| 作者 |
沙景荣(Sha Jingrong)
、看召草(Kan Zhaocao)
、李伟(Li Wei)
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| 中文摘要 |
大学生学习投入水平是衡量学习质量的重要指标，该研究旨在研究混合式教学中通过采用教师支持策略对大学生学业投入水平的改善情况。基于混合式教学特点，从教学法、交互活动和在线学习教师支持三个方面进行混合式教学的教学设计；结合混合式教学的特征给定教师教学行为中的支持行为。采用学业投入量表和学习动机量表对77名大学生做前测和教师支持行为干预后的后测，采用主成分分析法对前测学业投入三个维度指标做归类分析，进一步分析不同维度观测点。研究发现：(1)教师支持策略对认知投入的自我导向、整体认知和自我反思都表现出显著差异；(2)教师支持策略对学习动机有显著影响；(3)教师支持策略对情感投入和行为投入无显著差异性影响，但是行为投入的同学关系和学习状态的低分特征明显减少。
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| 英文摘要 |
The level of college students’ academic engagement is an important indicator to measure learning quality. This study aims to study the improvement of college students’ academic engagement through the use of teacher support strategies in mixed teaching. Based on the characteristics of mixed teaching, the teaching design of mixed teaching is carried out from three aspects of teaching methods, interactive activities and online learning teacher support; combining the characteristics of mixed teaching to give the supporting behavior in the teaching behavior of teachers. The academic engagement scale and learning motivation scale were used to pre-test 77 college students and post-test after teacher support behavior intervention. The principal component analysis method is used to classify and analyze the three dimensions of the pre-test academic input, and further analyze the observation points of different dimensions. The results show that: (1) there are significant differences in self orientation, overall cognition and self-reflection of cognitive engagement; (2) there are significant effects on learning motivation; (3) there is no significant difference in emotional engagement and behavioral engagement between teacher support strategies, but the low score characteristics of classmate relationship and learning state of behavioral engagement are significantly reduced.
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| 頁次 |
127-133
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| 關鍵詞 |
教师支持
、行为投入
、认知投入
、情感投入
、学习动机
、teachers’ support
、behavioral engagement
、cognitive engagement
、emotional engagement
、academic motivation
、CSSCI
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| 卷期 |
403
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| 日期 |
202008
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| 刊名 |
中國電化教育
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| 出版單位 |
中國電化教育雜誌社
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