交互影响距离理论下的“双师课堂”互动效果及对策分析——基于迪庆D中学的个案研究  

Analysis of the Interaction Effect and Countermeasures of“Coupled Teacher Classroom”under the Interaction Distance Theory—A Case Study of the Current Situation in Diqing D Secondary School

作　　者：钟伊娜 钟志勇[1] Zhong Yina;Zhong Zhiyong(School of Education,Minzu University of China,Beijing 100081,China)

机构地区：[1]中央民族大学教育学院,北京100081

出　　处：《学术探索》2020年第12期138-145,共8页Academic Exploration

基　　金：教育部教育发展中心全国民族教育课题(ZXYB18005)。

摘　　要：为探查高中“双师课堂”互动效果现状,论文以迪庆D中学为调研对象,运用自编的调查问卷和访谈提纲,采用问卷调查与访谈实录收集数据信息,并基于交互影响距离理论的四个维度对“双师课堂”中各教学要素间的互动关系深入分析。结果显示,“双师课堂”直播教学效果呈现出“双师”配合不良、线上教师与线下学生互动性差、线下教师与线下学生互动受限等状况。虽然“双师课堂”在一定程度上改善了教育资源落后地区的教学质量,但依然存在兼容性差、在当地“水土不服”的现象。对此,本文从完善双线教师协作教学机制、优化课程设计与媒介开发、建立“互动型”师生关系、增强学生间学习互动四个方面为“双师课堂”提出优化策略。In order to investigate the current situation of the interaction effect of“Coupled Teacher Classroom”in high schools,the paper takes Diqing D Middle School as the object of investigation,uses self-compiled questionnaires and interview outlines,collects data and information using questionnaires and interview transcripts,and provides an in-depth analysis of the interaction between various elements in the teaching based on the four dimensions of transaction distance theory.The results reveal several problems,including poor coordination between the two teachers,poor interaction between online teachers and offline students,and limited interaction between offline teachers and offline students in terms of“Coupled Teacher Classroom”live teaching.Although this teaching model has,to some extent,improved the quality of teaching in areas with backward educational resources,it is still poorly compatible with the local context.Finally,we propose some strategies for optimizing the“Coupled Teacher Classroom”from four aspects:improving the collaborative teaching mechanism;optimizing curriculum design and media development;establishing an“interactive”teacher-student relationship;and enhancing student-student learning interaction.

关 键 词：交互影响距离理论 双师课堂 直播教学 互动效果 发展策略 

分 类 号：G421[文化科学—课程与教学论]