SPOC环境下学习拖延分析与干预研究  

Analysis of Procrastination Behavior and Research of Intervention Strategies in SPOC Environment

作　　者：陈逸菲 孙宁 宋莹 CHEN Yifei;SUN Ning;SONG Ying(School of Automation,Wuxi University,Wuxi 214105,China)

机构地区：[1]无锡学院自动化学院,江苏无锡214105

出　　处：《软件导刊》2024年第6期178-184,共7页Software Guide

基　　金：江苏省高校“智慧教育与教学数字化转型研究”专项课题(2022ZHSZ72);江苏省青蓝工程项目(2022);无锡学院教学改革研究课题项目(XYJG2023007)。

摘　　要：学习拖延行为在一定程度上反映了学生的学习态度与习惯。对SPOC平台上记录的学生学习数据进行分析,发现拖延行为与学习效果呈现出明显的负相关性。分析学生存在拖延行为的主要原因,设计一种基于学习通平台与社交工具的线上线下学习干预模型,提出量化反馈、学习预警和动机唤醒3种递进的干预策略。同时引入群体拖延指数、拖延类别转换率等指标,对实验班和对照班的教学实践进行定量分析与可视化分析。教学实践结果表明,实施干预后2个实验班的拖延行为分别降低了10.42%和7.69%,而未采取干预措施的对照班则上升了12.67%。此外,实验班考试成绩的平均值、中位数和四分位数均高于对照班。调查问卷结果表明,80%以上的学生认为干预策略有助于改善拖延行为和提升成绩。所提干预模型及相关建议对于SPOC环境下数据驱动的教学有一定的参考价值。The procrastination behavior in learning reflects to a certain extent the learning attitude and habits of students.Analysis of student learning data recorded on the SPOC platform revealed a significant negative correlation between procrastination behavior and learning out-comes.The main reasons for students'procrastination behavior were analyzed.An online and offline learning intervention model based on the Learning Platform and social tools were designed.Three progressive intervention strategies of quantitative feedback,learning warning,and mo-tivation awakening were proposed and applied in teaching practice.At the same time,indicators such as group procrastination index and pro-crastination category conversion rate were introduced to quantitatively analyze and visually analyze the teaching practices of the experimental class and the control class.The teaching practice results showed that after implementing intervention,the procrastination behavior of the two experimental classes decreased by 10.42%and 7.69%,respectively,while the control class without intervention measures increased by 12.67%.In addition,the average,median,and quartile scores of the experimental class were higher than those of the control class.The survey results indicate that over 80%of students believe that intervention strategies can help improve procrastination behavior and improve grades.The proposed intervention model and related suggestions have certain reference value for data-driven teaching in SPOC environment.

关 键 词：数据驱动 学习拖延 学习干预 SPOC 

分 类 号：G434[文化科学—教育学]