基于同伴互评的移动学习对小学生学习成效的影响研究——以科学课程为例  

A Peer-assessment Mobile Learning Approach to Improve Students' Learning Achievement:A Case Study of Science Course in Elementary School

作　　者：白清玉[1] 张屹[1] 沈爱华[2] 刘铮[2] 熊曳[3] 陈蓓蕾[1] 范福兰[1] 

机构地区：[1]华中师范大学教育信息技术学院,湖北武汉430079 [2]华中师范大学附属小学,湖北武汉430079 [3]华中科技大学附属小学,湖北武汉430079

出　　处：《中国电化教育》2016年第12期121-128,共8页China Educational Technology

基　　金：教育部人文社会科学研究规划基金项目"智慧教室中促进小学生深度学习的教学策略研究"(项目编号:16YJA880067);2016年华中师范大学优秀博士学位论文培育计划项目"智慧教室中基于APT教学的小学生深度学习研究"(项目编号:2016YBZZ042)的研究成果

摘　　要：智慧教室、移动终端已成为当前教学中不可避免的话题,移动学习也逐渐蔓延到各级各类的教育中。该文在活动理论视角下,设计了基于同伴互评的课堂教学模式,以小学科学课程为例,开展"寻宝总动员"序列教学活动,并采用准实验研究法探究其效果。研究发现:(1)基于同伴互评的移动学习对学生成绩有显著的积极影响;(2)活动理论视域下的移动学习能够提升学生的学习兴趣,但实验组与控制组之间的差异不显著;(3)同伴互评对科学课程的学习有帮助,但通过问卷调查及访谈发现,学生认为同伴互评过程花费时间较多,且同伴间的关系对评价的过程有影响;(4)一定范围内,较高的认知负荷会提升学生的学习成绩。Intelligent classroom and mobile device have become an inevitable topic in the current teaching. Mobile learning has gradually spread to all levels of education. Based on activity theory, this paper designed a peer assessment mobile learning approach of science course in primary school. The study carried out ＂treasure hunt＂ activity. In addition, the paper implemented quasi experimental research to explore the effect. Firstly, It is found that the mobile learning based on peer assessment has a significant positive effect on the students＇ scores. Secondly, mobile learning activity based the perspective of activity theory can improve students＇ learning interest, but the difference between the experimental group and control group is not significant. Thirdly, peer assessment is helpful to science learning, but students perceive that peer review process takes more time, and the relationship of peers could affect the outcome through the survey and interviews. Finally,in a certain range, the higher cognitive load can improve students＇ academic performance.

关 键 词：同伴互评 移动学习 活动理论 学习成效 

分 类 号：G434[文化科学—教育学] G623.6[文化科学—教育技术学]