混合同步课堂中师生多模态互动行为的动态协同分析  

Dynamic Collaborative Analysis of Teacher-student Multimodal Interaction Behaviors in Blended Synchronous Classroom

作　　者：李小娟[1] 刘清堂[2] 吴林静[2] 苗恩慧 张喜俊 LI Xiaojuan;LIU Qingtang;WU Linjing;MIAO Enhui;ZHANG Xijun(Faculty of Education,Henan Normal University,Xinxiang Henan 453007;Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan Hubei 430079)

机构地区：[1]河南师范大学教育学部,河南新乡453007 [2]华中师范大学人工智能教育学部,湖北武汉430079

出　　处：《电化教育研究》2022年第8期43-50,共8页E-education Research

基　　金：2021年湖北省教育科学规划重点课题“构建线上线下融合的课堂新型教学模式创新实证研究”(课题编号:2020GA005);2021年国家自然科学基金项目“数据驱动的在线学习协作会话过程监测与干预机制研究”(项目编号:72174070)。

摘　　要：混合同步课堂(BSC)作为一种网络协同教学模式,是应对教育不公平和缩小城乡教育差距的重要手段,而师生互动是影响BSC教学质量的重要因素。文章结合多模态话语分析理论和BSC的协同、互动特征,构建了课堂师生多模态互动分析框架,借助认知网络分析方法刻画了BSC在不同实施时期的渐进发展过程,即前期接受技术—中期适应教法—后期双师协同。研究发现:中心校教师与两地学生和教学点教师的互动是BSC师生互动的核心;中心校教师的目光注视、指示性手势和节律性手势具有引导注意、情感支持和传递信息的功能,能够激发师生积极的社会互动,促进不同模态互动行为间的高效转换,改善师生的学习体验,提升远端师生的社会存在感。基于此,文章提出了多方协同培育感知技术有用—主动迁移教法—协同创编案例的自我导向型教师的渐进培训策略。Blended synchronous classroom(BSC),as a network collaborative teaching model,is an important means to deal with educational inequality and narrow the gap between urban and rural education.And teacher-student interaction is an important factor affecting the teaching quality of BSC.This paper combines the multimodal discourse analysis theory and the synergy and interaction characteristics of BSC,constructs a framework for analyzing classroom teacher-student multimodal interaction,and portrays the gradual development process of BSC in different implementation periods with the help of cognitive network analysis,namely,technology acceptance in the early stage,adaptive teaching method in the middle stage and dual teacher coordination in the late stage.This study finds that the interaction of the central school teachers with students and teachers at both sites is central to the teacher-student interaction in the BSC.The gaze,instructive gestures,and rhythmic gestures of the central school teachers have the functions of guiding attention,emotional support and conveying information,so as to stimulate the positive social interaction between teachers and students,promote the efficient conversion between different modes of interaction behaviors,improve the learning experience of teachers and students,and enhance the social existence of remote teachers and students.Based on this,this paper proposes a gradual training strategy for self-directed teachers with multi-party collaborative cultivation of usefulness of perceptual technology,active transfer of pedagogy,and collaborative creation of cases.

关 键 词：混合同步课堂 师生多模态互动 多模态话语分析 认知网络分析 

分 类 号：G434[文化科学—教育学]