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被引量：58

An Empirical Research on the Improvement of College Students’School Engagement by Teachers’Support Strategies in Blended Learning Environment

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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。 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.

作者沙景荣看召草李伟 Sha Jingrong;Kan Zhaocao;Li Wei(College of Educational Science and Technology,Northwest Minzu University,Lanzhou 730030,Gansu)

机构地区西北民族大学教育科学与技术学院

出处《中国电化教育》 CSSCI 北大核心 2020年第8期127-133,共7页 China Educational Technology

基金 2018年国家民委民族研究项目一般项目“藏区中学生学业不稳定性状况调查研究”(项目编号:2018-GMB-055) 2015中央高校基本科研一般项目“自恋对大学生亲社会行为与攻击行为的影响机制研究”(项目编号:31920150114)的研究成果。

关键词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

分类号 G434 [文化科学—教育技术学]

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