中学生在线课后服务行为特征和学习效果研究  

A study of middle school students’ behavioural characteristics and learning outcomes in online after-school services

作　　者：徐刘杰 陈玲 余胜泉 Liujie Xu;Ling Chen;Shengquan Yu

机构地区：[1]浙江工业大学教育科学与技术学院,310023 [2]北京师范大学未来教育高精尖创新中心,102206

出　　处：《中国远程教育》2022年第10期67-75,77,共10页Chinese Journal of Distance Education

基　　金：浙江省教育厅一般科研项目(人文社科类)“‘互联网+’教师流动促进教育公平的模式研究”(项目编号:GZ20491080003)的研究成果。

摘　　要：为学生提供丰富、优质的课后服务成为促进教育公平、解决社会民生问题的路径之一。北京市通过实施中学教师开放型在线辅导计划为经济落后地区学生提供优质课后服务,以丰富学生的学习活动,提高学生的学习成绩。但是学生在利用课后服务方面却表现出不同的行为特征,对学生产生了不同的作用。利用行为动力学方法和回归分析方法对7,999名学生参加课后服务的数据和学习成绩进行分析发现,学生在接受在线学习辅导次数、辅导时长和辅导时间间隔方面存在具有重尾效应的幂律特征,学生参加课后服务行为分布存在不均匀性。参加辅导的学生学习成绩增值显著大于未参加辅导学生的学习成绩增值,而且学生的辅导次数能够显著预测成绩增值。在在线课后服务过程中,引导学生长期、持续地参加在线辅导,对于改善学生的学习成绩具有重要意义。Provision of diverse and quality after-school services may contribute to educational equity and help reduce parental burdens. Beijing launched an initiative whereby middle school teachers offered open online after-school tutoring to students in economically less developed areas with the aim of diversifying learning activities and enhancing learning achievements. This study set out to investigate students’ behavioural characteristics and learning outcomes, using the methods of bahavioural dynamics and regression analysis to analyze after-school tutoring data and learning outcomes from 7,999 students. Findings show that the number of online tutorial, length of tutorial and interval between tutorials are characterized by power law with heavy-tailed effects. Participation is uneven. Furthermore, participants’ progress is significantly greater than that of non-participants, with the number of tutorials as a significant predictor of increase in learning achievement. Implications of the findings for practice are discussed.

关 键 词：课后服务 在线辅导 一对一辅导 行为分析 学习成绩 行为动力学 在线学习 课外学习服务 

分 类 号：G632.0[文化科学—教育学]