基于微信公众平台的混合学习实证研究——以中职“计算机图形图像处理”课程为例  

Emoirical Study on Blended Learning Based on the WeChat Public Platform——a Case Study of Secodary Vocational Course "Computer Graphics and Image Processing"

作　　者：韦书令[1] 文梦丹 刘权纬 WEI Shu-ling;WEN Meng-dan;LIU Quan-wei(Guangxi Radio&TV University,Nanning Guangxi 530022,China;Guangxi First Industrial School,Nanning Guangxi 530023,China)

机构地区：[1]广西广播电视大学,广西南宁530022 [2]广西第一工业学校,广西南宁530023

出　　处：《职业教育研究》2019年第1期66-72,共7页Vocational Education Research

基　　金：广西教育厅中青年基础能力提升项目"互联网+视域下广西开放教育学习资源建设与传播研究"(项目编号:2018KY1247);广西高等教育本科教学改革工程项目"关于提升现代远程教育教师教育技术能力的研究"(项目编号:2016JGB455)

摘　　要：针对学生使用在线学习平台过程中出现的登录次数少、在线时长低以及师生课后互动不足等问题,以建构主义、教育传播学和翻转教学等理论为指导,参考国际著名网络教学平台评估网站Edutools的评价体系,选取三个在线学习平台进行比较分析,最后确定在微信公众平台开展混合学习实践。结果表明,微信公众平台在师生交流、传递知识内容、开展个性化学习与评价等方面对线下的面授教学起到良好的辅助作用,但同时也发现教学过程受资源形态、推送频率、活动组织、互动质量和评价规则等因素影响。In the process of using the online learning platform, students have fewer login times, less online time, low utilization rate of teaching resources and insufficient interaction between teachers and students after class. Guided by the theories of constructivism, education communication and flipped teaching, and refering to the evaluation system of Edutools, this research selected three online learning platforms with mature operation and standardized management for comparative analysis,finally determined to carry out blended learning practice on WeChat public platform. The results show that the WeChat public platform plays a good auxiliary role in offline face-to-face teaching,especially teacher-student communication, knowledge transfer,individualized learning and evaluation,but the teaching process is influenced by such factors as resource form, pushing frequency,activity organization, interaction quality and evaluation rules.

关 键 词：微信公众平台 混合学习 学习分析 内容分析 词频分析 

分 类 号：G718[文化科学—职业技术教育学]