强交互专递课堂设计与师生接受度分析  

Design of Augmented Interactive Courier Class and Analysis of Teacher and Student’s Acceptance

作　　者：王萱 高婷婷[3] 田俊 王继新[3] 韦怡彤 Wang Xuan;Gao Tingting;Tian Jun;Wang Jixin;Wei Yitong(Faculty of Artificial Intelligence Education,Central China Normal University,Wuhan 430079,Hubei;School of Information Technology in Education,South China Normal University,Guangzhou 510631,Guangdong;Collaborative Innovation Center of Educational Information Technology,Center China Normal University,Wuhan 430079,Hubei)

机构地区：[1]华中师范大学人工智能教育学部,湖北武汉430079 [2]华南师范大学教育信息技术学院,广东广州510631 [3]华中师范大学信息化与基础教育均衡发展协同创新中心,湖北武汉430079

出　　处：《中国电化教育》2021年第12期95-102,138,共9页China Educational Technology

基　　金：国家社会科学基金“十三五”规划2017年度教育学重点课题“以教育信息化推进教育精准扶贫研究”(课题编号:ACA170010)的阶段性研究成果。

摘　　要：随着教育改革的不断发展,建设“公平而有质量的教育”成为现阶段我国教育面临的主要任务。专递课堂在解决教育均衡问题方面作用显著,但仍存在交互性和临场感不强的问题。为解决此问题,该研究设计了强交互专递课堂教学系统,并在湖北省咸宁市多组专递课堂教学共同体中进行了试点使用,且探究了专递课堂师生对强交互教学系统的接受度。研究发现,师生对“强交互专递课堂”教学系统的接受度均处于较高水平,中心校和教学点学生对“强交互专递课堂”的接受度无显著差异,教师对“强交互专递课堂”的接受度受绩效期望等多因素的影响,学生对“强交互专递课堂”的接受度受交互性等多因素的影响。With the deepening of educational reform,building“fair and quality education”has become the main task of China’s education at this stage.Courier class plays a significant role in solving the problem of educational balance.At the same time,there are two problems:interactivity and telepresence.Therefore,this study designed an augmented interactive courier classroom,and studied the acceptance of teachers and students.The study found that teachers and students’acceptance of“augmented interactive courier classroom”are at a high level,and there is no significant difference between students in town schools and country schools.Teachers’acceptance of“augmented interactive courier classroom”is affected by many factors such as performance expectations,effort expectation,social impact,convenience,and interactivity.Students’acceptance of“augmented interactive courier classroom”is affected by many factors such as interactivity,engagement,and Perceptual interest.

关 键 词：专递课堂 强交互 师生接受度 教学点 

分 类 号：G434[文化科学—教育学]