發(fā)布時(shí)間：2018-11-28 16:45

【摘要】：移動(dòng)技術(shù)的迅猛發(fā)展給人們的生活帶來了巨大的改變。更多的學(xué)者以及教育人士以期移動(dòng)技術(shù)能夠在教育領(lǐng)域掀起狂潮。因此,近年來更多的學(xué)者研究移動(dòng)技術(shù)為教育帶來的變革。傳統(tǒng)高等教育的教學(xué)模式已不能滿足學(xué)習(xí)者的學(xué)習(xí)需求,基于智能終端的移動(dòng)學(xué)習(xí)模式可以作為高等教育的有效補(bǔ)充和優(yōu)化,同時(shí),持續(xù)的形成性評(píng)價(jià)是學(xué)生獲取知識(shí)技能的有效方法,有效的形成性評(píng)價(jià)不僅能監(jiān)督管理學(xué)生的學(xué)習(xí)過程,而且能幫助學(xué)生發(fā)展更為有效的學(xué)習(xí)策略,能提高課堂中的師生交互性,解決現(xiàn)在大學(xué)課堂教學(xué)中存在的一些問題。而隨著科技的進(jìn)步,技術(shù)給教育評(píng)價(jià)領(lǐng)域帶來深刻的變革,產(chǎn)生了技術(shù)支持的形成性評(píng)價(jià)(Technology-Enhanced Formative Assessment) 。本研究構(gòu)建技術(shù)支持的形成性評(píng)價(jià)教學(xué)模式,在華中師范大學(xué)《教育技術(shù)學(xué)研究方法》課程中應(yīng)用該模式。在閱讀文獻(xiàn)的基礎(chǔ)上發(fā)現(xiàn)大學(xué)生學(xué)習(xí)投入度對(duì)大學(xué)生的學(xué)習(xí)成績(jī)有重要影響。并且根據(jù)現(xiàn)有研究發(fā)現(xiàn)現(xiàn)有高校大學(xué)生在課堂上面經(jīng)常玩手機(jī),“低頭族”現(xiàn)象比較嚴(yán)重。本研究在基于大學(xué)課堂“低頭族”問題的基礎(chǔ)上,探究技術(shù)支持的形成性評(píng)價(jià)教學(xué)對(duì)大學(xué)生學(xué)習(xí)投入度的影響,并且在此基礎(chǔ)上探討影響大學(xué)生學(xué)習(xí)投入度的因素。在應(yīng)用該模式的基礎(chǔ)上,本研究在實(shí)驗(yàn)組與對(duì)照組之間采取不同的教學(xué)策略。實(shí)驗(yàn)組學(xué)生在完成活動(dòng)任務(wù)之前給予學(xué)生評(píng)價(jià)量規(guī);對(duì)照組學(xué)生在完成活動(dòng)任務(wù)之后給予學(xué)生評(píng)價(jià)量規(guī)。該課程的目的是解決教育問題并且為教育研究提供方法的課程。筆者通過訪談老師并且與團(tuán)隊(duì)合作結(jié)合該課程的特點(diǎn)主要探究大學(xué)生的研究能力。因此在一學(xué)期結(jié)束之際筆者通過前后測(cè)數(shù)據(jù)對(duì)比分析技術(shù)支持的形成性評(píng)價(jià)教學(xué)對(duì)大學(xué)生研究能力的影響。并且在此基礎(chǔ)上探究給予評(píng)價(jià)量規(guī)的教學(xué)策略對(duì)大學(xué)生研究能力的影響。根據(jù)研究結(jié)果發(fā)現(xiàn):(1)技術(shù)支持的形成性評(píng)價(jià)教學(xué)能夠促進(jìn)大學(xué)生學(xué)習(xí)投入度的提升;(2)自我效能感、學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)態(tài)度、教師因素、同伴因素以及其他因素(學(xué)校和家庭)對(duì)大學(xué)生學(xué)習(xí)投入度有顯著影響;(3)技術(shù)支持的形成性評(píng)價(jià)教學(xué)促進(jìn)大學(xué)生研究能力的發(fā)展。
[Abstract]:The rapid development of mobile technology has brought great changes to people's lives. More scholars and educators hope that mobile technology can set off a frenzy in the field of education. Therefore, in recent years, more and more scholars study the change that mobile technology brings to education. The traditional teaching mode of higher education can no longer meet the learning needs of learners. The mobile learning model based on intelligent terminal can be used as an effective supplement and optimization of higher education, at the same time, Continuous formative evaluation is an effective method for students to acquire knowledge and skills. Effective formative evaluation can not only supervise and manage the learning process of students, but also help students to develop more effective learning strategies. It can improve the interaction between teachers and students and solve some problems existing in college classroom teaching. With the progress of science and technology, technology has brought profound changes to the field of educational evaluation, which has produced formative evaluation of technical support (Technology-Enhanced Formative Assessment). This study constructs a formative evaluation teaching model supported by technology and applies it in the course of Educational Technology Research method of Central China normal University. On the basis of reading literature, it is found that the degree of college students' learning investment has an important effect on their academic achievement. And according to the existing research found that the existing college students often play mobile phone above the classroom, "Phubber" phenomenon is more serious. Based on the question of "Phubber" in college classroom, this study explores the influence of formative evaluation teaching of technical support on the degree of college students' learning input, and on this basis, probes into the factors that affect the degree of college students' learning investment. On the basis of applying this model, different teaching strategies were adopted between the experimental group and the control group. The students in the experimental group were given the evaluation gauge before completing the activity task, and the students in the control group were given the evaluation gauge after the completion of the activity task. A course designed to solve educational problems and provide methods for educational research. The author mainly explores the research ability of college students by interviewing the teachers and cooperating with the team in combination with the characteristics of the course. Therefore, at the end of the semester, the author analyzes the influence of formative evaluation teaching on college students' research ability through the comparison of pre-and post-test data. On the basis of this, this paper explores the influence of teaching strategies on the research ability of college students. According to the research results: (1) formative evaluation of technical support teaching can promote the degree of college students' learning investment; (2) Self-efficacy, learning motivation, learning attitude, teacher factor, peer factor and other factors (school and family) have significant influence on the degree of college students' learning involvement; (3) formative evaluation teaching of technical support promotes the development of college students' research ability.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 汪雅霜;;《我國(guó)大學(xué)生學(xué)習(xí)投入度調(diào)查問卷》設(shè)計(jì)與檢驗(yàn)——基于“國(guó)家大學(xué)生學(xué)習(xí)情況調(diào)查”數(shù)據(jù)分析[J];河北科技大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2015年03期

2 張艷梅;章寧;涂艷;唐小毅;吳靖;;移動(dòng)環(huán)境下學(xué)習(xí)者在線參與度研究[J];現(xiàn)代教育技術(shù);2014年11期

3 馬志強(qiáng);王雪嬌;龍琴琴;;網(wǎng)絡(luò)同伴互評(píng)活動(dòng)設(shè)計(jì)與應(yīng)用研究[J];現(xiàn)代教育技術(shù);2014年10期

4 朱紅燦;;大學(xué)生學(xué)習(xí)投入影響因素的研究——基于學(xué)習(xí)行為投入、情感投入、認(rèn)知投入維度[J];高教論壇;2014年04期

5 張宇;;大學(xué)生研究性學(xué)習(xí)能力及其提升路徑[J];學(xué)理論;2013年20期

6 趙德成;;教學(xué)中的形成性評(píng)價(jià):是什么及如何推進(jìn)[J];教育科學(xué)研究;2013年03期

7 汪雅霜;;大學(xué)生學(xué)習(xí)投入度的實(shí)證研究——基于2012年“國(guó)家大學(xué)生學(xué)習(xí)情況調(diào)查”數(shù)據(jù)分析[J];中國(guó)高教研究;2013年01期

8 寇海蓮;萬正剛;;概念圖用于C程序設(shè)計(jì)教學(xué)評(píng)價(jià)的實(shí)踐研究[J];中國(guó)電化教育;2012年10期

9 張娜;;國(guó)內(nèi)外學(xué)習(xí)投入及其學(xué)校影響因素研究綜述[J];心理研究;2012年02期

10 汪玉俠;齊欽;;大學(xué)生課堂學(xué)習(xí)投入現(xiàn)狀及影響因素調(diào)查研究——以一新建地方本科院校為例[J];教學(xué)研究;2012年02期

相關(guān)博士學(xué)位論文 前1條

1 石映輝;基于交互式電子白板的課堂教學(xué)對(duì)中學(xué)生學(xué)習(xí)相關(guān)因素影響之研究[D];華中師范大學(xué);2014年

相關(guān)碩士學(xué)位論文 前3條

1 謝黎蓉;基于“云課堂”的同伴評(píng)價(jià)對(duì)大學(xué)生學(xué)習(xí)成效與態(tài)度的影響研究[D];華中師范大學(xué);2016年

2 趙蕾;大學(xué)生課程學(xué)習(xí)投入度的影響因素分析[D];華中科技大學(xué);2013年

3 朱亭亭;知識(shí)共享對(duì)大學(xué)生研究能力提升的影響研究[D];大連理工大學(xué);2010年

，

本文編號(hào)：2363564