摘要
同步课堂通过优化区域资源配置,促进了教学资源的共建共享。当前,随着同步课堂在我国的常态化按需应用,课堂情感交互不足、临场感偏低、学生参与度不高的现状日益显现,成为同步课堂高质量发展亟需解决的问题。该研究基于联通主义理论,依托新兴技术,设计了融合物理空间、虚拟空间和社会交互空间的同步课堂教学空间模型。在剖析同步课堂教学要素和空间特征的基础上,该研究构建了包括人机交互、人际交互和人知交互的同步课堂教学交互模型,并在湖北省咸安区同步课堂开展实践应用。围绕三年级音乐课的课前准备、情境呈现、新知探究、巩固练习、在线展示、总结评价和课后温习七个环节设计了教学交互实施策略,并取得了良好效果。结果发现,教学点和中心校学生在教学交互干预后,学生学习投入度都有所提高,师生情感体验显著改善。
The synchronous classroom promotes the co-construction and sharing of teaching resources by optimizing the allocation of regional resources.With the normalization and on-demand application of the synchronous classroom in China,the current situation of insufficient emotional interaction,low sense of presence,and low student participation in the classroom is becoming an urgent problem to be solved for the high-quality development of the synchronous classroom.This study is based on the theory of connectionism and relies on emerging technologies to construct a specialized classroom teaching space model that integrates physical space,virtual space,and social interaction space.On the basis of analyzing the teaching elements and spatial characteristics of the synchronous classroom,a teaching interaction model for a synchronous classroom was constructed,including human-computer interaction,interpersonal interaction,and human-knowledge interaction.Under the guidance of the model,the practical application of teaching interaction was carried out in the synchronous classroom of Xian’an District,Hubei Province.A teaching interactive implementation strategy was designed around seven stages of third-grade music class,including pre-class preparation,situational presentation,new knowledge exploration,consolidation practice,online presentation,summary and evaluation,and post-class review.The teaching interaction intervention has achieved good results.As a result,it was found that the students in both the teaching site and the central school showed an increase in learning engagement after interactive teaching interventions,and could provide good emotional experiences for teachers and students.
作者
韦怡彤
邹敏
田俊
王萱
周庭
Wei Yitong;Zou Min;Tian Jun;Wang Xuan;Zhou Ting(School of Education,Jianghan University,Wuhan 430056,Hubei;Department of Artificial Intelligence Education,Central China Normal University,Wuhan 430079,Hubei;School of Information Technology in Education,South China Normal University,Guangdong 510631,Guangzhou;Municipal Bureau of Education in Xian’an District,Xianning 437099,Hubei)
出处
《中国电化教育》
CSSCI
北大核心
2024年第5期105-113,共9页
China Educational Technology
基金
教育部人文社科项目“专递课堂的强交互教学模式创新与实证研究”(项目编号:22YJA880048)
华中师范大学信息化与基础教育均衡发展省部共建协同创新中心重点项目“国家智慧教育平台支持下的城乡教师共同体建设研究”(项目编号:xtzd2022-011)阶段性研究成果。
关键词
同步课堂
空间融合
联通主义
教学交互
学习投入度
the synchronous classroom
space fusion
connetivism
teaching interaction
learning engagement
