智慧教室中的教学对大学生研究能力和元认知的影响——基于量规的干预  

Study on the Effects of Smart Classroom Teaching on College Students' Research Skills and Metacognition: Intervention Based on the Rubrics

作　　者：张屹[1] 陈蓓蕾[1] 陈珍[1] 白清玉[1] 赵亚萍[1] 林利[1] 沈爱华[2] 赵佳[1] ZHANG Yi CHEN Beilei CHEN Zhen BAI Qingyu ZHAO Yaping LIN Li SHEN Aihua ZHAO Jia(School of Educational Technology, Central China Normal University, Wuhan Hubei 430079 Affiliated Primary School of Central China Normal University, Wuhan Hubei 430079)

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

出　　处：《电化教育研究》2017年第7期77-84,共8页E-education Research

基　　金：2016年度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);The "Future Schools in 2030" program "The technology enhanced assessment to improve students’ deep learning in Smart Classroom"(项目编号:AICFE-IO-007)

摘　　要：文章设计了基于评价的APT教学促进大学生研究能力提升的教学模式,以"教育技术学研究方法 "为例,采用实验研究法探究其效果。研究发现:(1)智慧教室中基于APT的教学可以提升大学生研究能力、元认知水平;(2)在学习活动前给予量规对研究能力和元认知水平的提升具有促进作用,但实验组和控制组在研究能力的提升上不存在显著差异,而在元认知水平上,两组存在显著差异;(3)在学习活动前给予量规在一定程度上可以降低学生的认知负荷;(4)量规的使用对学生学习活动的完成、评价和完善具有积极作用,但在学习活动前给予量规在一定范围内可能限制学生的思路。This paper designs an evaluation-based APT approach to improve college students＂ research skills, and takes ＂Educational Technology Research Method＂ as an example to explore the effects by experimental study. The research results find that the APT approach can improve the research skills and metacognition of college students in smart classroom. Giving rubrics before learning activities has positive effects on students＂ research skills and metacognition, but the difference of research skills between the experimental group and control group is not significant while the difference of metacognition is significant. Giving rubrics before learning activities is helpful to reduce students＂ cognitive loads in a certain degree. The use of rubrics has a positive effect on the completion, evaluation and improvement of students＂ learning activities, but it may limit students＂ ways of thinking in a certain range.

关 键 词：智慧教室 研究能力 元认知 量规 

分 类 号：G434[文化科学—教育学]