中国电化教育

目前,关于智慧教室下教学真相的探究主要是从交互行为分析和媒体作用判定这两个方面入手。但仅知道这些信息,我们仍无法理解智慧教室下教学是怎么样的过程。教学过程机制图是一种理解教学的重要中介,能将整个教学过程的关键信息进行汇总,是研究教学过程性特征的有效工具。该文以协作学习为突破口,通过对比常规教室和智慧教室下协作学习的教学过程机制图,我们发现:智慧教室的媒体功能设置对协作学习的发生过程影响较小,即未调动学生学习动机也未改善师生人际关系;智慧教室下教师更倾向于安排习题巩固环节;知识学习集中在小组协作环节,智慧教室下该环节的交互水平高于常规教室;通过协作学习任务的数量与序列可控制协作学习的发生过程。智慧教室中的统计分析功能虽然增强了教师安排习题巩固环节的意愿,但这些功能设置对协作学习的发生过程影响很小,不足以引起协作学习整体发生过程的变化。因此,该文认为两种教室下的协作学习在整体发生过程上不存在明显差异。虽如此,我们也不应排斥智慧教室中的媒体技术,而应当保持从细节层次上理性冷静对待媒体的态度以及观察理解教学的专业方法。

The present researches on the instructional process truth in the smart classroom are focused on the interactive behavior analysis and the media role inquiry, revealing only a part of the instructional process truth. We still can't know how instructional procedure works in smart classroom from those findings. The mechanical chart of instructional procedure is an important tool to get instruction comprehension, which can restore the essential information of the entire instruction procedure, and which is a scientific tool to study the operational characteristics of instruction. This paper, taking cooperative learning as typical example, compares the mechanical chart of cooperative learning procedure between the conventional classroom and the smart classroom. The findings of this study include: 1. The media setting of smart classroom has no significant influence on the process of collaborative learning; 2. Media technology has failed to motivate students' motivations and improve their relationships; 3. Teachers tend to arrange more exercises in smart classroom. 4. Knowledge learning happens mainly in the link of group collaboration, and the interaction level is higher in smart classroom than in the conventional classroom. 5. The cooperative learning procedure can be controlled by adjusting the number and sequence of the learning tasks. Although teachers are more inclined to arrange more exercises with the statistical analysis service, these functional settings of the smart classroom have little effect on the cooperative learning procedure. Therefore, this article holds that there is no significant difference of the cooperative learning procedure between the two types of classroom. Nevertheless, we should not reject the media techniques, but maintain the rational and calm attitude to the media and use the professional methods to understand instruction in details.