中国电化教育

在智慧教室教学实践不丰富的情况下,如何在智慧教室中开展常态化教学是一个亟待解决的问题,而智慧教室中常态化教学的开展需充分了解该环境下教学真相。异常教学行为是反映教学真相的一个方面,异常教学行为的消除对增加教学的确定性、获得良好的预期教学效果具有很大帮助,然而目前却少有人涉及异常教学行为方面的研究。为此,文章选择以协作学习为切入口,通过对比常规教室与智慧教室下协作学习的异常行为特征来积累消除异常教学行为的经验。通过对比分析发现:媒体技术的使用对协作学习的异常行为分布结构影响较小,并不能像期望的那样能有效减少协作学习中的异常行为,协作学习中异常行为的消除主要依赖协作学习活动的设计,而研究介入异常随实验持续逐渐减少,但无法完全消除。因此,面对智慧教室中的智能化技术产品,我们应首先关注它的实际教学功能,然后考虑如何根据实际教学需要选择恰当的智能产品,让智能技术为教学赋能,以减少异常教学行为的发生,而不是为技术所累,为所谓的"智慧好课堂"表演而去刻意使用一些智能技术产品来哗众取宠。

It is an urgent problem that how to carry on the normal instruction in the smart classroom when the instruction practice is not abundant. Normal instruction in the smart classroom needs to fully understand the truth of instruction in this environment. The abnormal instruction behavior is one of the aspects that reflect the truth of instruction. The elimination of abnormal instruction behavior is of great help to increase the certainty of instruction and obtain good expected teaching results. However, there are few researches on abnormal instruction behavior. Therefore, this paper chooses collaborative learning as the entry point and accumulates the experience of eliminating abnormal instruction behaviors by comparing the abnormal behavior characteristics of collaborative learning in conventional classrooms and smart classrooms. It is found that the use of media technology in smart classroom has little influence on the distribution structure of abnormal collaborative learning behaviors, and it cannot effectively reduce abnormal collaborative learning behaviors as expected. The elimination of abnormal collaborative learning behaviors in mainly depends on the design of collaborative learning activities. However, the study interventional abnormalities gradually decrease with the experiment, but cannot be completely eliminated. Therefore, facing the intelligent technology products in smart classroom, we should first focus on its practical instruction function, and then consider to select appropriate intelligent products according to the instruction needs, so that the intelligent technology can truly empower instruction, so as to eliminate abnormal instruction behaviors, and not for technology, for the so-called "smart good class" performance to deliberately grandstanding by using some intelligent technology products.