基于LSA的同步课堂教学行为事理图谱研究  

Research on LSA-Based Event Logic Graph of Synchronous Classroom Teaching Behavio

作　　者：林明 杜雪婷 熊冬春 Lin Ming;Du Xueting;Xiong Dongchun(Academic Affairs Office,Hainan Normal University,Haikou,Hainan,China 571128;School of Computer and Information Engineering,Nanning Normal University,Nanning,Guangxi,China 530000)

机构地区：[1]海南师范大学教务处,海南海口571128 [2]南宁师范大学计算机与信息工程学院,广西南宁530000

出　　处：《数字教育》2024年第3期62-70,共9页Digital Education

基　　金：2020年国家自然科学基金项目“大规模在线学习行为表示与预测建模研究”(62067007);2022年广西学位与研究生教育改革课题“微能力认证助力混合式教学的探索与实践——以教育技术学专业研究法系列课程为例”(JGY2022235)。

摘　　要：同步课堂在实现优质资源共享、推进教育公平中发挥着重要作用,智能技术在一定程度上可以推动同步课堂的优化发展。基于此,本研究以智慧环境下的同步课堂为研究课例,采用滞后序列分析法(LSA)对课堂教学行为进行分析,并构建其教学行为事理图谱。结果表明,智慧环境下的同步课堂活动是以学生为主、技术辅助于教学、师生远程协同合作的教学活动,调动学生自主学习是发展其深度学习能力的重要途径,教师的教学行为可以影响学生的学习效果,减少无效沉寂行为发生的关键在于设问之后是否给予学生充分的思考时间。Synchronous classroom plays an important role in realizing quality resource sharing and promoting educational equity,and intelligent technology can promote the optimization of synchronous classroom to a certain extent.Based on this,this study takes the synchronous classroom under the intelligent environment as a research case,adopts Lag Sequential Analysis Method(LSA)to analyze the classroom teaching behaviors and constructs Event Logic Graph for its teaching behavior.The results of the study show that the synchronous classroom activities under the intelligent environment are student-oriented,technology-assisted teaching,and teacher-student remote collaborative teaching;mobilizing students'independent learning is an important way to develop the ability of deep learning;teachers'teaching behavior can affect students'learning performance;and the key to reducing the occurrence of ineffective silence behavior lies in whether students are given sufficient time to think after asking questions.

关 键 词：智慧环境 同步课堂 课堂教学行为 事理图谱 滞后序列分析 

分 类 号：G434[文化科学—教育学]