高校线上教学的注意力管理问题实证研究  

An Empirical Study on Attention Management of Online Teaching in Higher Education

作　　者：刘理 赖颖慧 LIU Li;LAI Yinghui(Faculty of Educational Sciences, Hunan Institute of Science and Techonology, Yueyang, Hunan, 414006, P.R.China)

机构地区：[1]湖南理工学院教育科学学院,湖南岳阳414006

出　　处：《广东第二师范学院学报》2021年第1期40-47,共8页Journal of Guangdong University of Education

基　　金：全国教育科学规划教育学社科基金项目“高等教育质量保证中的注意力管理研究”(BFA170052)。

摘　　要：随机选取湖南、河北及北京三地四所高校共1052名本科生进行大学生线上学习注意力情况调查。数据分析表明,疫情期间大学生线上学习的注意保持时间约为30分钟,注意干扰因素主要包括手机聊天信息、APP信息推送、精神疲劳及家人打扰。后续线上教学应重视良好线上课堂氛围对学生专注度与积极情绪的促进作用;尊重学生线上学习注意规律,精简重构教学内容,优化教学过程;关注学生线上学习的综合心理状态,及时提供心理支持服务;了解学生家庭情绪氛围与居家时间管理情况,培养学业延迟满足能力,协同保障线上教学质量。During the epidemic situation of COVID-19,online teaching begins to become a new teaching form in Chinese universities.Students(n=1052)from four local colleges and universities in Beijing,Hunan,and Hebei province were recruited randomly to participate in a survey about the attention arrangement of online learning.The results show that most of the participants could keep attention for about 30 minutes in the online class,and the attention was easily shifted.Their self-control abilities were insufficient,and the time arrangement was confused.The disturbing effectors primarily were chatting messages,messages from other APPs,mental fatigue,and interference from the families.We should notice that a good classroom atmosphere can promote concentration and positive emotion in online teaching.We should respect the rule of attention in online learning,and optimize the teaching process.Pay attention to students’mental states and provide psychological support services in time.To understand emotional atmosphere in students'family and time management,to cultivate students'ability of delayed satisfaction,and to comprehensively guarantee the teaching quality online.

关 键 词：新冠疫情 线上教学 大学生 注意力管理 

分 类 号：G642[文化科学—高等教育学] G441[文化科学—教育学]