中国电化教育

以电子书包为代表的信息化学习终端以其独有的教学交互特性与移动便利性有效改善了传统课堂教学,具有为学习者创造交互性、趣味性更强的数字化学习环境,有效提升教师的教学效果和学生的学习效果的潜能。该文以某中学7年级四个班级的学生为研究对象,使用自制的量表问卷调查了学生关于电子书包课堂教学的态度与看法,并通过准实验研究,对电子书包应用于课堂教学影响学生学习成效进行了探究。结果发现,学生对电子书包应用于课堂教学普遍持积极认可的态度,男女学生在电子书包的态度上不存在显著性差异;同时对学生数学学习成效前后测数据的分析显示,采用电子书包的实验组学生的数学学习成绩显著高于没有使用电子书包的对照组学生,表明电子书包这一信息化学习终端应用于课堂教学能够有效提高学生的学习成效。

E-learning terminal, represented by the electronic schoolbag, has the potential to improve the traditional classroom instruction and create a more interactive and interesting digital learning environment for classroom teaching and learning with its features of interactivity and facilitation, which is seen as a promising way to facilitate both teachers' teaching and students' learning. This study, took seventh grade students as the subjects, investigated students' attitudes and perceptions toward the use of electronic schoolbags in classroom instruction with a self-made questionnaire, and quasi-experiment method was employed to explore the effects of electronic schoolbag on students' mathematics learning achievement. The results indicated that most students had a positive attitude toward electronic schoolbag in general, and no statistically significant gender difference was found to exist in students' attitudes and perceptions toward electronic schoolbag. Moreover, statistical analysis on the scores of pre- and post-test of mathematics showed that experimental group students that used electronic schoolbag have a significant higher scores than those of control group students that did not use electronic schoolbag, which suggested that the use of electronic schoolbag in classroom instruction can improve students' learning achievement effectively.