混合式教学操作不当对学生心理影响的QCA案例分析及教学启示  

The Influence on Students’ Psychology Exercised by Improper Operation of Blended Learning and Its Pedagogical Implication——A Case Study Based on QCA

作　　者：徐捷[1] 张殿峰 李延来 XU Jie;ZHANG Dian-feng;LI Yan-lai(Northeast University,Shenyang 110012,China;Liaoning University,Shenyang 110036,China)

机构地区：[1]东北大学软件学院,辽宁沈阳110012 [2]辽宁大学商学院,辽宁沈阳110036

出　　处：《黑龙江高教研究》2021年第11期148-155,共8页Heilongjiang Researches on Higher Education

基　　金：山东省高等学校重点科研项目职业能力研究与实践专项课题“建构主义视角下高职学生动态职业能力提升培养研究”(编号:2019VC12044);国家自然科学基金面上项目“考虑MSEI情境的基于QFD和FPOMDP的产品线质量设计研究”(编号:71872153)。

摘　　要：混合式教学如果操作不当,可能会影响学生的心理。在K高职院校混改中,通过卡特尔16PF对比分析发现,实验班学生的个性发生了异常变化,这些变化可能与混合式教学有关。为了分析改革是否对心理产生影响及其机制,以心理影响为被解释变量,以线上适应、拥挤压力、教师支持、被动学习为四个解释变量,用模糊集FS-QCA方法进行了分析。研究发现案例中混合教学以多种路径对学生心理产生影响,且和卡特尔16PF研究的结果相互佐证。Improper operation of blended learning(BL) may affect students’ psychology. During the BL reform in a vocational college, the experimental classmates’ 16 PF indicators, significantly changed, and this isn’t common. To figure out that whether this reform has psychological effect and its possible mechanism, the student psychological influences(SPI) is set as explained variable, and the online learning adaptation(OLA), pressure from the crowed(PFC), the teachers’ support(TS) and passive learning(PL) are set as four explanatory variables, the fuzzy set QCA method is used as the analysis tool. The results illustrate that the BL had impact on the students’ mental health through multiple ways, meanwhile the results are mutually supported by the comparison results of 16 PF.

关 键 词：个性变化 卡特尔16PF 混合式教学改革 心理健康 定性比较方法 

分 类 号：G642[文化科学—高等教育学]