本文選題：網(wǎng)絡(luò)學(xué)習(xí)空間 + 交互�。� 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：21世紀(jì)將“學(xué)會求知”視為教育的重要支柱,而反思是幫助學(xué)習(xí)者學(xué)會學(xué)習(xí)的重要途徑,因此,提升學(xué)習(xí)者的反思水平尤為重要。信息時代,網(wǎng)絡(luò)學(xué)習(xí)空間為學(xué)習(xí)者的在線學(xué)習(xí)提供了良好的技術(shù)支持,能夠很好地服務(wù)于學(xué)習(xí)者的學(xué)習(xí),利用網(wǎng)絡(luò)學(xué)習(xí)空間開展反思性學(xué)習(xí)已成為學(xué)習(xí)者反思水平提升的新途徑。交互是教學(xué)活動中最基本的要素之一,目前網(wǎng)絡(luò)學(xué)習(xí)交互是一種非常普遍的學(xué)習(xí)方式,并且加強網(wǎng)絡(luò)學(xué)習(xí)交互是促進學(xué)習(xí)者反思水平提升的重要策略。《現(xiàn)代教育技術(shù)》課程是培養(yǎng)學(xué)習(xí)者信息化教學(xué)能力的重要課程,學(xué)校為了提高教學(xué)質(zhì)量而進行了相應(yīng)的教學(xué)改革,采取混合學(xué)習(xí)的模式開展教學(xué)工作,并將學(xué)習(xí)者的反思水平提升視為課程體系的重要部分。本文一方面為了深入探究網(wǎng)絡(luò)學(xué)習(xí)空間中交互對學(xué)習(xí)者反思水平的影響,另一方面為了提高學(xué)習(xí)者的反思水平,由此借助QQ群論壇,以該課程的學(xué)習(xí)者作為研究對象,進行了反思寫作和交互的研究。首先,本文運用文獻研究法,了解網(wǎng)絡(luò)學(xué)習(xí)環(huán)境下交互對學(xué)習(xí)者反思水平影響的研究現(xiàn)狀�；诖�,然后采用準(zhǔn)實驗研究法開展研究,進行教學(xué)設(shè)計,并讓學(xué)習(xí)者進行了歷時八周的反思寫作和交互活動,從而得到學(xué)習(xí)者撰寫的反思日志以及相應(yīng)的交互帖子。緊接著運用內(nèi)容分析法對學(xué)習(xí)者的反思日志和交互帖子進行內(nèi)容分析。最后通過數(shù)據(jù)統(tǒng)計分析法分析學(xué)習(xí)者的反思水平、交互數(shù)量和交互質(zhì)量情況,運用獨立樣本T檢驗法、相關(guān)分析法和回歸分析法分析交互對學(xué)習(xí)者反思水平的影響,得出最終的研究結(jié)論如下:網(wǎng)絡(luò)學(xué)習(xí)空間中發(fā)布的交互數(shù)量、收到的交互數(shù)量和發(fā)布的交互質(zhì)量均能夠顯著提升學(xué)習(xí)者反思水平,而收到的交互質(zhì)量未能顯著提升學(xué)習(xí)者反思水平。發(fā)布的交互數(shù)量對學(xué)習(xí)者描述性作品和描述性反思具有顯著的負(fù)向影響,而對批判性反思具有顯著的正向影響;收到的交互數(shù)量對學(xué)習(xí)者描述性作品和描述性反思具有顯著的負(fù)向影響,而對對話性反思和批判性反思具有顯著的正向影響;發(fā)布的交互質(zhì)量對學(xué)習(xí)者描述性作品具有顯著的負(fù)向影響;收到的交互質(zhì)量對學(xué)習(xí)者的四類反思水平層級均無顯著影響。在整個研究過程中,學(xué)習(xí)者的整體反思水平得到了提升,且在教師實施相應(yīng)交互增強策略的影響下,學(xué)習(xí)者對于網(wǎng)絡(luò)學(xué)習(xí)交互一直維持著較高的積極性,但是整體交互質(zhì)量并不樂觀,處于較低水平�；谏鲜鲅芯拷Y(jié)論,本文提出了對于教師在教學(xué)中運用網(wǎng)絡(luò)學(xué)習(xí)空間通過交互方式促進學(xué)習(xí)者反思水平提升的針對性建議,如建構(gòu)良好的網(wǎng)絡(luò)學(xué)習(xí)交互環(huán)境和氛圍、設(shè)計高質(zhì)量的反思主題、運用合適的交互增強策略、完善交互質(zhì)量評價機制以及發(fā)揮教師的引導(dǎo)和督促作用等。
[Abstract]:In the 21st century, "learning to learn" is regarded as an important pillar of education, and reflection is an important way to help learners learn to learn. Therefore, it is very important to improve the level of reflection of learners. In the information age, the online learning space provides good technical support for learners' online learning, and can serve learners' learning well. It has become a new way for learners to improve their reflective level by using network learning space to carry out reflective learning. Interaction is one of the most basic elements in teaching activities. At present, network learning interaction is a very common way of learning. The course of Modern Educational Technology is an important course to cultivate learners' ability of information-based teaching, and to strengthen the interaction of web-based learning is an important strategy to promote the improvement of learners' level of introspection. In order to improve the teaching quality, the school has carried out the corresponding teaching reform, adopted the mixed learning mode to carry out the teaching work, and regarded the improvement of the learners' reflection level as an important part of the curriculum system. On the one hand, in order to deeply explore the influence of interaction in the online learning space on learners' reflective level, on the other hand, in order to improve the reflective level of learners, this paper, with the help of QQGroup Forum, takes the learners of this course as the research object. The author carries on the research of reflection writing and interaction. First of all, this paper uses literature research method to understand the current situation of the effect of interaction on learners' reflective level in the network learning environment. Based on this, the quasi-experimental research method is adopted to carry out the teaching design, and the learners are given eight weeks of reflective writing and interactive activities to obtain the reflection log and the corresponding interactive posts written by the learners. Then the content analysis method is used to analyze the content of the learners' reflection log and interactive post. Finally, the author analyzes the level of reflection, the quantity of interaction and the quality of interaction through statistical analysis, and analyzes the influence of interaction on the level of reflection by using independent sample T test, correlation analysis and regression analysis. The final conclusions are as follows: the number of interactions published in the online learning space, the number of interactions received and the quality of the published interaction can significantly improve the level of reflection of learners. However, the quality of interaction received did not significantly improve the level of learners' reflection. The number of published interactions has a significant negative impact on descriptive work and descriptive reflection, while it has a significant positive impact on critical reflection. The number of interactions received has a significant negative impact on descriptive work and descriptive reflection, while it has a significant positive impact on dialogue and critical reflection. The published interaction quality has a significant negative impact on the learner's descriptive work, while the received interaction quality has no significant effect on the four levels of reflection. In the whole research process, learners' overall reflection level has been improved, and under the influence of teachers' corresponding interaction enhancement strategies, learners have maintained a high level of enthusiasm for e-learning interaction. However, the overall quality of interaction is not optimistic, at a lower level. Based on the above conclusions, this paper puts forward some specific suggestions for teachers to promote the improvement of learners' introspection level by using online learning space in teaching, such as constructing a good interactive environment and atmosphere for online learning. Design high quality reflective theme, use appropriate interactive enhancement strategy, perfect interaction quality evaluation mechanism, and give full play to teachers' guidance and supervision.
【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】：G434

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