本文選題：高校課堂 + 師生互動　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：課堂師生互動有利于促進(jìn)學(xué)生的學(xué)業(yè)成績、思維能力等方面的提高與發(fā)展。課堂互動作為課堂的一個基本事實,互動水平和質(zhì)量對課堂教學(xué)質(zhì)量有著一定相關(guān)影響。為了了解當(dāng)前高校課堂師生互動狀況,本研究以華中師范大學(xué)為例,進(jìn)行了關(guān)于課堂師生互動情況的問卷調(diào)查,通過對問卷數(shù)據(jù)的整理分析,發(fā)現(xiàn)當(dāng)前的高校課堂師生互動存在著以下幾個問題:1.教師掌握絕大多數(shù)的課堂時間,教師和學(xué)生之間互動的時間和機(jī)會不足;2.師生之間互動不公平,只有部分積極主動的學(xué)生參與課堂互動中;3.課堂師生互動的形式單一,高校課堂中的互動形式主要是以“教師提問,學(xué)生回答”為主,生生互動這種形式在課堂中較少發(fā)生。通過對課堂應(yīng)答系統(tǒng)文獻(xiàn)的綜述,能發(fā)現(xiàn)課堂應(yīng)答系統(tǒng)在提高學(xué)生課堂參與度以及課堂師生互動有著一定的促進(jìn)作用。本研究從技術(shù)的角度,希望利用課堂應(yīng)答系統(tǒng)來改善師生互動現(xiàn)狀。Jeremy和William在CATAALYST理論模型中提出,通過為每學(xué)生提供互動機(jī)會和匿名應(yīng)答能夠促進(jìn)學(xué)生全面的參與到課堂中。通過呈現(xiàn)全面的反饋信息能增加學(xué)生之間的相互支持。課堂應(yīng)答系統(tǒng)的及時反饋,能夠調(diào)整教學(xué)過程,這利于增加下一環(huán)節(jié)師生互動的動態(tài)性和不可預(yù)測性。Harry L.Dangel認(rèn)為課堂應(yīng)答系統(tǒng)在課堂中的使用應(yīng)該增加學(xué)生掌控課堂的時間、鼓勵師生之間的交流和學(xué)生之間的合作等原則。根據(jù)以上的理論成果,筆者設(shè)計了基于課堂應(yīng)答系統(tǒng)的師生互動三種策略:(1)激發(fā)興趣策略;(2)測評反饋策略;(3)引導(dǎo)建構(gòu)策略。為了探究三種策略在真實課堂中的效果,本研究依托教育技術(shù)學(xué)專業(yè)選修課《多媒體學(xué)習(xí)》課堂進(jìn)行了一個學(xué)期課程的實證研究。通過對無策略的使用對照課例課堂和使用策略的干預(yù)課例課堂進(jìn)行時間序列分析、課堂行為分析和學(xué)生反思分析后,發(fā)現(xiàn)基于課堂應(yīng)答系統(tǒng)的師生互動教學(xué)策略能夠促進(jìn)學(xué)生積極參與、激發(fā)學(xué)生興趣、增加學(xué)生課堂中的互動時間和機(jī)會和促進(jìn)互動公平,豐富師生互動形式。
[Abstract]:Classroom teacher-student interaction is conducive to the improvement and development of students' academic achievement and thinking ability.Classroom interaction as a basic fact of the classroom, the level of interaction and quality of classroom teaching quality has a certain correlation.In order to understand the current situation of classroom teacher-student interaction in colleges and universities, this research takes Huazhong normal University as an example, carries on the questionnaire survey about the classroom teacher-student interaction, through collates and analyzes the questionnaire data.Found that the current classroom teacher-student interaction in colleges and universities, there are the following several questions: 1.Teachers control the vast majority of classroom time, teachers and students interaction between the time and opportunities are inadequate. 2.The interaction between teachers and students is unfair, only some active students participate in classroom interaction.There is a single form of teacher-student interaction in the classroom. The main form of interaction in college classroom is "teachers ask questions, students answer", and student interaction occurs less in class.Based on the literature review of classroom response system, it is found that classroom response system plays an important role in enhancing students' classroom participation and classroom teacher-student interaction.From a technical point of view, this study hopes to improve the teacher-student interaction by using classroom response system. Jeremy and William propose in the CATAALYST theoretical model that providing each student with interactive opportunities and anonymous responses can promote students' full participation in the classroom.By presenting comprehensive feedback, students can support each other.The timely feedback of the classroom response system can adjust the teaching process, which is helpful to increase the dynamic and unpredictability of teacher-student interaction in the next link. Harry L.Dangel thinks that the use of the classroom response system in the classroom should increase the time for students to control the classroom.Encourage the exchange between teachers and students and cooperation between students and other principles.Based on the above theoretical results, the author designs three strategies of teacher-student interaction based on classroom response system: 1) stimulating interest strategy / 2) evaluating feedback strategy / 3) guiding construction strategy.In order to explore the effect of the three strategies in the real classroom, this study carried out an empirical study of the one-semester course on the basis of the elective course of Educational Technology, Multimedia Learning.Time series analysis, classroom behavior analysis and student reflection analysis were carried out on the non-strategy use control class and intervention class.It is found that the teacher-student interactive teaching strategy based on classroom response system can promote students' active participation, stimulate students' interest, increase students' interactive time and opportunity in class, promote interactive fairness, and enrich the form of teacher-student interaction.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G652.4;G434

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