混合式学习环境下教师期望对大学生学习态度的影响研究  

An Empirical Study on Effects of Teacher Expectation on Students' Learning Attitudes in Blended Learning Environment

作　　者：刘红霞[1] 赵蔚[1] 王龙静[2] 

机构地区：[1]东北师范大学计算机科学与信息技术学院,吉林长春130117 [2]山东临沂实验中学,山东临沂276000

出　　处：《远程教育杂志》2014年第1期63-70,共8页Journal of Distance Education

基　　金：教育部人文社会科学研究青年基金项目"自适应学习系统理论模型建构及其效果实证研究"(项目编号:12YJCZH086);中央高校基本科研业务费专项资金"移动技术支持下大学生学业拖延的干预研究"(项目编号:12SSXT152)资助

摘　　要：教学过程是师生之间认知、行为和情感相互作用的交往过程。教师期望效应作为一种情感效应,通过学习动机的方式激发和引导学习行为,实现师生间的良性沟通,对学习者的全面发展起着不容忽视的隐性推动作用。在深入分析教师期望形成、传递机制及影响因素的基础上,以技术支持的混合式学习环境为研究载体,从教学活动设计的微观层面出发,探讨教师期望的合理传递对大学生学习态度在认知水平、行为倾向、情感体验三个维度的影响程度,以期为相关领域的研究与实践提供一定的参考价值。Teaching is an interactive process of cognition, behavior and emotion between the teachers and students. Teacher expectation effect, a kind of the emotional effects, can inspire and guide learning behavior by ways of learning motivation to achieve sound communication between teachers and students, which must play an implicit role in the overall development of the learners. In this study, based on the deep analy sis of teacher expectation, delivery mechanisms, influencing factors, from the micro-level of teaching activities design in the blended learning environment supported by technology, the effects of rational transfer of teacher expectations on cognitive levels, behavioral tendencies and emotional experiences are discussed in the paper, in order to provide some inspiration to the design and development of the researches of the relevant areas.

关 键 词：混合学习 混合学习环境 教师期望 学习态度 情感教育 

分 类 号：G434[文化科学—教育学]