小学数学课堂学习中技术效应的实证研究——基于学业情绪中介的视角  

An Empirical Study on the Technical Effects in Primary Mathematics Classroom Learning——Based on the Perspective of Academic Emotions

作　　者：韩颖 董玉琦[1] 毕景刚 高子男[1] HAN Ying;DONG Yu-qi;BI Jing-gang;GAO Zi-nan(College of Education, Shanghai Normal University, Shanghai, China 200234;College of Education and Science, Jilin Normal University, Siping, Jilin, China 136000)

机构地区：[1]上海师范大学教育学院,上海200234 [2]吉林师范大学教育科学学院,吉林四平136000

出　　处：《现代教育技术》2019年第2期101-106,共6页Modern Educational Technology

基　　金：吉林省社会科学基金项目"基于学业情绪生理测量的学习资源优化设计研究"(项目编号:2017B107)的阶段性研究成果

摘　　要：心理学研究表明,情绪对学习有着重要的影响。那么,在"技术促进学习"的过程中,技术对学习者的情绪是否存在影响?技术能否改善情绪进而促进学习?为探索与回答这些问题,文章在小学数学课堂学习过程中采用不同的技术设计,以检验技术在改善学习效果与学业情绪方面的效应。结果表明:①技术能有效促进学习效果的提升;②技术对学业情绪改善产生了影响;③学业成绩、学习动机、学习投入与学业情绪具有相关性;④在技术促进学习的过程中,学业情绪可能存在中介作用。Psychology studies have shown that emotions have an important influence on learning. Does technology affect the emotions of learners in the process of “technology-enhance learning”? Can technology arouse positive emotions, reduce negative emotions and promote learning effect? In order to explore and answer these questions, different technical designs are used in the class learning of mathematics in the primary school to test the effects of technology on learning outcomes and academic emotions. The results show that:① technology can effectively promote the improvement of learning effect;②technology has an impact on improvement of academic emotion;③ academic performance, learning motivation, learning input are related to academic emotions;④in the process of technology-enhanced learning, academic emotions are likely have an intermediary role.

关 键 词：学业情绪 技术效应 学习效果 皮肤电反应 

分 类 号：G40-057[文化科学—教育学原理]