中国电化教育

师生交互是翻转教学成功的重要因素,该文在构建师生交互理论框架的基础上,设计出有较高信度和效度的问卷,以一所地方高校为样本进行实证分析,结果表明:学习者参与师生交互的总体情况不理想,并且学生在师生交互的不同维度上存在差异。其中,交互数量和交互范围两个维度较好,其他维度上还需要改进;年级不同的学生在师生交互整体上存在显著差异,在交互范围、交互数量、交互内容和交互强度上也存在显著差异,对网络依赖不同的学生在交互范围与交互距离上存在显著差异,其他情况均不存在显著差异。因此,教师要营造以学生为中心的学习环境,通过持续的学习支持充分发挥引领作用,并针对学生的个体差异,调整师生交互的侧重点,把学生对网络的依赖性转化为参与师生交互的积极性,实现高效的师生交互,促进翻转教学实践的持续改进。

Teacher-student interaction is necessary for the success of Flipped Classroom. Based on the deep analysis of the framework of teacher-student interaction, a questionnaire was designed and an investigation was conducted, the empirical analysis results show that, teacher-student interaction in Flipped Classroom is not satisfying, differences exist in the different dimensions of teacher-student interaction, among which interaction range and interaction number are better, the other dimensions are need to be improved. The difference in the grade will bring significant differences in teacher-student interactions as a whole, and also cause significant differences in interaction range, interaction number, interaction content, and interaction strength. Different degree of dependence on internet will create significant differences in interaction range and interaction distance. There is no significant difference on other occasions. Thus, a learner-centered approaches and learning scaffold are needed in flipped classroom, the teacher can guide the learners by learning supports in Flipped Classroom, design various interactive activities according to the individual difference of students, try to transform the dependency on internet into the motivation to interaction, to realize the fruitful teacherstudent interaction, and improve the Flipped Classroom constantly.