摘要
合宜的教学规则是践行混合式教学的关键和保障,而规则的制定、学生对于规则的接纳度和反应都直接关系到混合式教学的实际效果。在课程实际中发现,学生对于混合式教学的规则表现出了强烈的逆反情绪,在其行为参与过程之中出现了恶性参与膨胀的现象,其根源来自于信息负荷超载、认知盈余失衡、评价机制主观、恶性竞争突出等方面。规则逆反有助于教师及时调整教学策略和节奏,采取内部群体协商以及外部权威干预的方式可以很好地化解逆反情绪,推动混合式教学的开展。
Proper learning rules are key to ensuring the implementation of blended learning, the success of which is directly affected by what rules are formulated and how students accept and respond to them.Findings from this study indicate that students showed strong resistance to the preset learning rules,which led to their perfunctory participation in online discussion. To be specific, in order to pass the course, students were found to contribute a large number of posts which involved no meaningful interaction as expected in online discussion. Causes of this phenomenon are identified, including information overload, imbalance of cognitive surplus, subjective evaluation mechanism, and unhealthy competition.Based on the findings, the article suggests that teachers make timely informed adjustments to theirteaching approaches and pace, and increase acceptability of the rules to be followed through negotiation with students and appropriate external interference from authoritative figures.
出处
《中国远程教育》
CSSCI
北大核心
2016年第5期23-28,79-80,共6页
Chinese Journal of Distance Education
基金
国家社会科学基金教育学青年课题"‘微博’对大学生交往行为影响及其教育策略研究"(课题编号:CCA110108)
关键词
混合式教学
规则逆反
现象
措施
blended teaching
disobeying rules
learning rules
information overload
cognitive surplus
evaluation mechanism
unhealthy competition
作者简介
作者简介：舒杭，硕士研究生；
王帆，副教授；
袁璐，硕士研究生。江苏师范大学教育研究院（221116）。
