摘要
对分课堂是近些年在我国兴起的一种新型授课形式。该教学模式在大中小学校都进行了不同程度的推广,但目前关于对分课堂在不同学科和年级上的教学效果尚未进行系统研究。本研究采用元分析的方法,对70项研究进行深度分析。结果发现:对分课堂与传统课堂的教学效果存在明显差异,合并效应值达到1. 61。学科、学段、干预周期和考核类型对教学效果差异有显著影响,课程类型的调节效应不显著。对分课堂对学生的学习成绩和学习态度有全面促进作用。
The PAD class is a new teaching form that has emerged in china in recent years.This teaching mode has been promoted to different degrees in universities,middle and primary schools,but there is no systematic research on the teaching effects of PAD class in different subjects and grades.This article adopts the method of meta-analysis to conduct in-depth analysis of 70 studies.The results showed that:there was a significant difference in the teaching effect between the PAD class and the traditional class,and the combined effect value reached 1.61.Discipline,phase of studying,intervention period and assessment type have significant influence on the difference of teaching effect,but the moderating effect of course type is not significant.The PAD class has a comprehensive role in promoting students’academic performance and learning attitude.
作者
安龙
丁峻
赵婉莉
AN Long;DING Jun;ZHAO Wan-li(School of Educational Science,Xianyang Normal University,Xianyang,712000,China;School of Economics and Management,Hangzhou Normal University,Hangzhou,311121,China;School of Foreign Languages,Xianyang Normal University,Xianyang,712000,China)
出处
《高等理科教育》
2022年第1期64-72,共9页
Higher Education of Sciences
基金
陕西省教育科学“十三五”规划课题“基于对分课堂新型教学模式的大学英语教学改革研究”(项目编号:SGH16H197)
2019年度国家社科基金重大项目“审美主客体相互作用的中介范式及心脑机制研究”(项目编号:19ZDA043)。
关键词
对分课堂
传统教学
教学效果
元分析
PAD class
traditional teaching
teaching effect
meta-analysis
