中国电化教育

该研究从信息化课堂教学中的师生行为出发,采用课堂教学行为分析方法,对398节部优、省优课中的师生行为进行量化;基于量化数据挖掘了信息化环境下的优质课堂教学中,教师行为与学生活动的关系和对学生活动的影响。研究发现:(1)教师语言与学生活动存在很强的负相关关系,即教师语言率的增长抑制了课堂学生活动的发生;(2)教师对媒体的操作与学生活动也存在较强的负相关关系,课堂教学中教师应根据具体情况选择并恰当使用媒体进行教学,将更多利用媒体建构知识的机会交给学生;(3)教师语言间接影响与语言直接影响的比与学生活动存在较弱的正相关关系,教师提问、反馈等间接语言行为更能促进课堂学生活动的发生;(4)教师对学生反馈的行为与学生活动存在正相关关系,教师的反馈行为能促进学生活动的发生。研究结果表明,要实现信息化环境下的课堂变革,需要从教师出发,以教师行为的改变带动学生学习行为的改变。

Based on teacher-student behavior in the informationized classroom, this paper uses the classroom teaching behavior analysis method to quantify the teacher-student behavior in the 398 departmental and provincial-level courses. Through mining the quantitative data, this paper has explored the relationship between teacher behavior and student activities and its impact on student activities in classroom teaching under informationized environment. A few primary results of this study are:(1) there is a strong negative correlation between teacher language and student activities, that is, the growth of teacher language rate inhibits the occurrence of student activities;(2) there is also a strong negative correlation between teachers' operation of media and students' activities, which indicates that teachers should select appropriate media according to the specific situation, and give students more opportunities to use media to build their own knowledge;(3) there is a weak positive correlation between the proportion of teachers' indirect and direct influence on language and students' activities, and indirect language behaviors such as teachers' questions and feedback can promote the occurrence of classroom student activities;(4) teachers' feedback on student behavior is positively related to student activities, and teacher feedback behavior can promote student activities. The research results show that to realize the teaching reform under the informationized environment, it is necessary to start from the teacher and change the learning behavior of the students with the change of teacher behavior.