中国电化教育

同步互动专递课堂是湖北省农村教学点主要教学模式之一,这种教学模式下学生学习行为有效性受到多种因素的影响。研究者在控制了其他影响因素的条件下,探究了同步专递音乐课堂教学点规模与学生有效学习行为率之间的关系。研究者通过"湖北省农村教学点网校管理与服务平台",采集了湖北省咸宁市崇阳区同步专递小学音乐课堂录像资源,经过样本筛选、学生学习行为编码和数据采集等过程,运用热点图和LOESS曲线拟合,分析组别间有效学习行为率的分布;运用方差分析检验数据的有效性;运用均值分析比较组别间学习行为有效性高低,得出了如下结论:同步专递小学音乐课堂所对应的教学点数量应根据人数量级确定,当人数量级在5人及以下时,可同步专递三个教学点;当人数量级在11人以上时,两个教学点教学效果更好。

Synchronous Interaction Special Delivery Class is one of the main teaching modes in Rural Small-schools of Hubei Province, under this teaching mode, the effectiveness of students' learning behavior is affected by many factors. Under the control of other influencing factors, the researchers explored the relationship between the size of Synchronous Interaction Special Delivery Music Class and the effective learning behavior rate of students. Through "Management and service platform of Hubei Rural Smallschools", researchers collected teaching video resources of Synchronous Interaction Special Delivery Primary Music Class from Chongyang District, Xianning City in Hubei Province. After sample selection, students' learning behavior coding and data acquisition process, this article analyzes the distribution of the rate of effective learning behavior between groups by using heat map and LOESS curve fitting; uses variance analysis to test the validity of data; uses mean analysis to compare the effectiveness of learning behavior between groups, the following conclusions are drawn: the number of Rural Small-schools in Synchronous Interaction Special Delivery Primary Music Class should be determined according to the number of students. When the number of students is 5 or less, three Rural Small-schools can be synchronous delivered; when the number of students is more than 11, two Rural Small-schools is better.