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跨学科主题学习对学生核心素养的培养至关重要。为了探索学习者跨学科主题学习的影响因素和路径，该研究基于情境学习理论，提出了跨学科主题学习活动框架及影响因素模型，并结合真实学习活动的实施，采用结构方程模型方法，分析了教学情境感知、教学交互与学习方式的相互作用关系。研究结果发现：(1)教学情境感知对深度学习有显著的直接影响；(2)教学情境感知通过生生交互对深度学习和浅层学习产生间接影响。具体而言，生生交互在教学情境感知对学生浅层学习影响中起到完全中介的作用，而在教学情境感知对学生深度学习方式的影响中起到部分中介的作用。研究结论为跨学科主题学习的活动设计和教学实践提供了有益的启示和参考。
Abstract：Interdisciplinary thematic learning is crucial to the cultivation of students' core literacy. To explore the influencing factors and pathways of learners' interdisciplinary thematic learning. Based on contextual learning theory, this study puts forward the influencing factor model of interdisciplinary thematic learning style and proposes a framework for interdisciplinary thematic learning activities. Finally, combined with the implementation of real learning activities, the structural equation model is adopted to analyze the interactions among instructional context perception, instructional interaction, and learning styles. The results of the study found that(1) instructional context perception has a significant direct effect on deep learning;(2) instructional context perception has an indirect effect on deep and shallow learning through student-student interaction. Specifically, student-student interaction played a full mediating role in the influence of instructional context perception on students' shallow learning and a partial mediating role in the influence of instructional context perception on students' deep learning styles. The findings provide useful insights and guidance for activity design and teaching practice in interdisciplinary thematic learning..
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基本信息:
中图分类号:G420
引用信息:
[1]刘清堂,刘瑶瑶,郑欣欣.跨学科主题学习中学习方式的影响因素研究——基于情境学习理论的视角[J].中国电化教育,2024,No.450(07):46-54.
2024-07-10
2024-07-10