- 期刊
在线深度学习发生的内在机理、模型与成效研究
Research on the Internal Mechanism, Model and Effectiveness of Online Deep Learning
摘要
“互联网＋教育”的深入发展加上持续反复的新冠疫情，促使在线学习已经成为全球通用的教学方式，但在线学习浅表化和低质化现象依然普遍存在。从在线深度学习发生的内外部条件出发，分析在线学习环境和教师支持作为外部条件，如何影响学生的情绪和学习动机，进而影响学生内部学习状态的理论机理。在此基础上，构建包含课前线上异步自学、课中线上同步直播、课后线上异步拓展三阶段的在线深度教学模型，并在“教学系统设计”课程中开展为期一学期的在线教学实践。研究结果表明：在学习过程层面，在线深度教学模型能够有效提高学生的在线学习投入度、促进学生采用深度学习方式和深度学习动机进行学习，也提升了学生之间的在线交互深度；在学习结果层面，学生的批判性思维和在线学业表现，均得到显著提升。
並列摘要
With the in-depth development of Internet plus education and the continuous and repeated COVID-19, online learning has become a universal teaching method in the world, but the phenomenon of superficial and low-quality online learning is still widespread. From the internal and external conditions of online deep learning, this paper reveals the internal mechanism of how online learning environment and teacher support, as external conditions, affect students' emotions and learning motivation, and then affect students' internal learning state. On this basis, an online in-depth teaching model is constructed, which consists of three stages: online asynchronous self-study before class, online synchronous live broadcasting in the middle of class and online asynchronous expansion after class, and a one-semester online teaching practice is carried out in the course of Instructional System Design. The results show that, in the learning process level, the online deep teaching model can effectively improve students' online learning engagement, promote students to use deep learning methods and deep learning motivation to learn, and also enhance the depth of online interaction between students; At the level of learning results, students' critical thinking and online academic performance have been significantly improved.