體驗區
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| 篇名 |
教学干预对学生深度学习的影响——基于62项实验或准实验研究的元分析
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| 並列篇名 |
The Influence of Instructional Intervention on Students’ Deep Learning: A Meta-analysis Based on 62 Experimental and Quasi-Experimental Studies
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| 作者 |
王胜兰(WANG Shenglan)
、彭双(PENG Shuang)
、钟燕兰(ZHONG Yanlan)
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| 中文摘要 |
深度学习的教学效果一直受到国内外研究者的关注，但结论不太一致。本研究选取62篇国内外实验或准实验研究文献，采用元分析方法探究深度学习的教学有效性。研究发现，教学干预对学生深度学习具有中等程度的显著正向作用(d=0.436, p<0.0001)。调节效应检验的结果表明：1)不同地区的深度学习教学效果差异显著；2)小学阶段开展深度学习教学的效果最好；3)深度学习教学效果在不同学科间差异不显著；4)相较于大样本，小样本的深度学习提升效果更明显；5)教学干预在不同实验类型上具有同等的影响效果；6)教学干预的周期越长，深度学习提升效果越弱；7)不同测量方式测得的深度学习提升不存在显著差异；8)不同教学干预措施对学生深度学习的提升存在显著差异，同伴反馈、项目教学、情境工具和案例教学的作用更加明显；9)技术介入与否对学生深度学习的提升作用不存在显著差异。
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| 英文摘要 |
The teaching effect of deep learning has puzzled researchers, and there is no unified conclusion. In this study, we selected 60 empirical research studies at home and abroad, and a meta-analysis is adopted to explore the teachability of deep learning. It is found that instructional intervention has a significant positive effect on students’ deep learning(d=0.436, p<0.0001). The results of the moderating effect test showed that :1) There are significant differences in the teaching effect of deep learning among different regions; 2) The teaching of deep learning works best in primary school;3) There is no significant difference in the teaching effect of deep among different disciplines; 4) Compared with the large sample size, improvement of the deep learning with a small sample size was more significant; 5) Teaching intervention has the same effect on different types of experiments; 6) The longer the experimental period of teaching deep learning, the worse the improvement will be; 7) There is no significant difference in the improvement of deep learning measured by different measurement methods; 8) There are significant differences in the improvement of deep learning among different teaching interventions, peer feedback, project teaching method, and case teaching method are more effective; 9) There is no significant difference in the improvement effect of technology intervention on students’ deep learning.
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| 頁次 |
096-109
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| 關鍵詞 |
深度学习
、教学干预
、元分析
、deep learning
、instructional intervention
、meta-analysis
、CSSCI
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| 卷期 |
28:2
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| 日期 |
202204
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| 刊名 |
開放教育研究
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| 出版單位 |
上海遠程教育集團、上海電視大學
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| DOI |
10.13966/j.cnki.kfjyyj.2022.02.010
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