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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2018年03期

页码:

67-75

栏目:

教育评价与测量

出版日期:

2018-06-20

文章信息/Info

Title:

Research on Activity Design of Blended Instruction to Promote Student Engagement

作者:

马 婧¹韩锡斌²程建钢²

1.郑州大学 教育学院; 2.清华大学 教育研究院

Author(s):

MA Jing¹ HAN Xi-bin² CHENG Jian-gang²

1.School of Education, Zhengzhou University; 2.Institute of Education, Tsinghua University

关键词:

混合教学; 学习投入; 活动设计

Keywords:

blended instruction;  student engagement;  activity design

分类号:

G424.1

DOI:

10.14138/j.1001-4519.2018.03.0067-09

文献标志码:

A

摘要:

学习投入是影响学习者学习成功的关键因素，在混合教学中如何设计教学活动以有效提高学习者的学习投入水平需要深入探讨。研究在分析学习投入理论与原则、混合学习环境特征基础上，提炼出提升学习者学习投入水平的混合教学设计的八个关键原则，并据此构建了以活动为中心的混合教学设计框架。依据通用教学流程，提出了混合教学的三大阶段九大流程，结合提升学习投入八原则及活动为中心的框架分析了不同流程中的活动设计要点，阐释了每一阶段的教学策略。在理论构建的基础上，采用基于设计的实证研究方法，经过两轮循环迭代，强化了小组协作和师生交互活

Abstract:

Student engagement is a key factor for student academic success. How to design teaching and learning activities in blended learning environment to effectively improve student engagement should be deeply explored. Based on theories on student engagement and blended learning, this study proposes eight key principles for promoting high student engagement in blended learning environment. Following those principles, this paper develops an activity-centered conceptual framework for designing blended course, proposes three phases and nine processes for teaching a blended course, analyzes the key elements of each process based on the principles and activity-centered conceptual framework, and explains strategies for each stages. The design framework and strategies have been validated and optimized through two rounds of empirical research iterations.

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更新日期/Last Update: 2018-06-20