摘要
为推进教育生态演进,基于学生的学习体验对课程教学模式进行了动态迭代。在通过问卷调研与半结构化访谈解析学习体验影响因素及学生对BOPPPS模式认同度的基础上,构建AIED+BOPPPS联合教学模式,并对联合教学模式进行满意度评价。研究采用Kruskal-Wallis H检验,对传统教学模式、线上线下混合式、线上线下+BOPPPS以及AIED+BOPPPS 4类教学模式成效进行组间差异分析。结果显示:学生学习投入是学习体验的核心影响要素;BOPPPS模式有助于激活学习内驱力、强化教学效能、提升课堂参与深度;AIED技术支持的教学体系依托智能诊断反馈,提高知识建构效率;AIED+BOPPPS教学模式通过构建个性化自适应学习路径,不仅提高学生学习体验感和满意度,增强阶段性学习目标达成率,更有效促进知识迁移与高阶思维发展。
To align with the evolution of the educational ecosystem,the teaching model of the course is dynamically iterated based on students’learning experiences.By conducting surveys and semi-structured interviews,we analyze the factors influencing learning experiences and students’recognition of the BOPPPS model,construct a combined teaching model of AIED and BOPPPS.We conduct a satisfaction evaluation of the combined teaching model and used the Kruskal-Wallis H test to analyze the inter-group differences in the effectiveness of four types of teaching modes,i.e.,traditional teaching,blended online-offline,blended online-offline with BOPPPS,and AIED with BOPPPS.Research indicates that student engagement in learning is a core influencing factor of learning experiences.The BOPPPS model is conducive to activating students’intrinsic motivation for learning,enhancing teaching effectiveness,and promoting in-depth classroom participation.The teaching system supported by AIED technology relies on intelligent diagnostic feedback to enhance the efficiency of knowledge construction.The AIED+BOPPPS teaching model,by constructing personalized adaptive learning paths,not only improves students’learning experience and satisfaction,and enhances the achievement rate of phased learning objectives,but also effectively promotes knowledge transfer and the development of higher-order thinking.
作者
孙宝芸
金鑫
杨彦海
刘赫
SUN Baoyun;JIN Xin;YANG Yanhai;LIU He(School of Transportation and Geomatics Engineering,Shenyang Jianzhu University,Shenyang 110168,China)
出处
《实验室研究与探索》
北大核心
2025年第8期205-209,238,共6页
Research and Exploration In Laboratory
基金
中国建设教育协会教育教学科研课题(2021140)
辽宁省普通高等教育本科教学改革研究项目(辽教办[2021]254号)
2023年度沈阳建筑大学高质量发展研究课题(gzlfz202314)。
