同步直播课堂远端教师助学策略研究  

Research on Learning Assistance Strategy of Remote Teachers in Synchronous Live Classroom

作　　者：常咏梅[1] 张乐[1] 李玥琪 李华[1] CHANG Yongmei;ZHANG Le;LI Yueqi;LI Hua(School of Educational Technology,Northwest Normal University,Lanzhou Gansu 730070)

机构地区：[1]西北师范大学教育技术学院,甘肃兰州730070

出　　处：《电化教育研究》2020年第11期116-121,128,共7页E-education Research

基　　金：全国教育科学规划课题2018年度国家社科基金教育学一般课题“深度贫困地区信息化助推‘教育精准扶贫’模式创新研究”(课题编号:BCA180088)。

摘　　要：同步直播课堂的开展实现了教育薄弱地区优质教育资源的共享,促进了教育的均衡发展。为了进一步提高同步直播课堂的应用效能,文章针对实地调查分析的同步直播课堂实施中出现的远端学生课堂参与度低、学习疑惑很难实时解决、学习成效不佳以及远端教师职业倦怠等问题,以角色理论、教与学再度整合理论和持续关注理论为依据,构建了同步直播课堂远端教师助学策略,并以甘肃省陇南市W中学为研究对象,通过策略应用后远端学生和远端教师的行为变化以及同步课堂的问题解决,证实了课前协助预备策略、课中辅助引导策略和课后相助辅导策略的有效性,以期为教育均衡从“资源均衡”向“质量均衡”发展提供借鉴。The development of synchronous live classrooms has realized the sharing of high-quality educational resources in areas with weak education and promoted the balanced development of education.In order to further improve the application effectiveness of synchronous live classroom,this paper addresses the low classroom participation of remote students,the difficulty of solving learning problems in real time,the poor learning effectiveness,and the burnout of remote teachers that occurred in the implementation of synchronous live classroom in the field survey and analysis.This paper constructs a remote teacher assistance strategy for synchronous live classroom based on role theory,the theory of re-integration of teaching and learning and the theory of continuous attention.Taking W Middle School of Longnan City,Gansu Province as the research object,this paper proves the effectiveness of pre-class preparation strategy,in-class guidance strategy and post-class guidance strategy through the behavioral changes of remote students and remote teachers and the problem solving in synchronous classrooms after the application of strategies to provide reference for the development of education balance from"balance of resources"to"balance of quality".

关 键 词：同步直播课堂 远端教师 助学策略 

分 类 号：G434[文化科学—教育学]