学生座位与学习参与度关系研究——基于空间感应理论  

On the Relationship Between Student Seats and Student Engagement——Based on Space Perception Theory

作　　者：陈凤林 CHEN Feng-lin(Public Teaching Department,Chengdu Vocational University of the Arts,Chengdu 611433,Sichuan,China)

机构地区：[1]成都艺术职业大学公共教学部,四川成都611433

出　　处：《韶关学院学报》2022年第5期59-64,共6页Journal of Shaoguan University

基　　金：四川省民办教育协会(研究中心)项目“民办高校学生学习参与度模型研究”(MBXH21YB46)。

摘　　要：在空间感应理论指导下,通过课堂观察法、问卷调查法和访谈法,发现群体在自我选择座位时呈现离散型、聚合型和断层型三种空间布局方式,学生分别表现为独立空间下的“冷模式”回应、集群空间下的“互动式”回应以及区隔空间下的“选择性”回应。为了改善教学质量,提高学生学习参与度,需关注群体差异性,给与正确“安全感”场域;培养集体凝聚力,削弱物理位置产生的距离感;增加互动空间,避免构建“边缘”场域。Under the guidance of space perception theory, through the methods of classroom observation, the questionnaire survey method and interview, the group seats showed three spatial layout methods:discrete type,aggregate type and fault type. Students were respectively presented as“cold mode”response in independent space,“interactive”response under cluster space, and“selective”response under partition space. In order to improve teaching quality and students’ engagement in learning, it is necessary to pay attention to group differences and give the correct“security”field, increase interaction space to avoid building“edge field”and organize cross-class linkage to enhance collective interaction.

关 键 词：空间布局 学习参与度 自我选择 

分 类 号：G645[文化科学—高等教育学]