小班教学情况下授课位置的选择对学习效果的影响——以“生物化学”理论课程教学为例  

Impact of Teaching Position Selection on Learning Outcomes in Small-class Teaching Scenarios:A Case Study of Biochemistry Theory Course

作　　者：王浩 WANG Hao(College of Bioscience and Biotechnology,Yangzhou University,Yangzhou,Jiangsu 225009,China)

机构地区：[1]扬州大学生物科学与技术学院,江苏扬州225009

出　　处：《教育教学论坛》2024年第47期153-156,共4页Education And Teaching Forum

基　　金：2022年度扬州大学校级创新培育基金项目“根癌农杆菌利用宿主合成IAA激活AtuligM降解AS以主动关闭致病程序的机制研究”(135030519)。

摘　　要：理论课是大学课程的重要组成部分,而理论课堂的后排是听课效率的“重灾区”。为了改良后排区域的听课环境,提升后排学生的听课效率,以“生物化学”的理论课堂为例,比较了小班化教学情况下,教师的不同授课位置对听课学生学习效果的影响。结果发现,授课教师的授课位置越靠近后排,后排学生的学习效果越好,而授课教师选择讲台讲授、中间位置讲授或是后排位置讲授,对前排和中排学生的学习效率影响较小。这样的结论为促进大学生学习效率的提升提供了切实可行的方法指引,为大学理论课堂的改革创新提供了理论依据。Theoretical courses constitute a vital part of university curricula,yet the back rows of theoretical classrooms often suffer from low listening efficiency,forming a“shadow zone”for student engagement.In order to improve the listening environment in the back row area and enhance the listening efficiency of students seated in the back,the author,taking the Biochemistry course as an example,compares the impact of different teaching positions adopted by teachers in small-class settings on learning outcomes.It is found that the closer the teacher’s teaching position is to the back rows,the better the learning outcomes achieved by students in those rows.Meanwhile,the choice of the teacher’s teaching position,whether it was at the podium,the middle of the classroom,or the back row,had a relatively minor impact on the learning efficiency of students in the front and middle rows.This finding provides a basis for promoting college students’learning efficiency and offers a reference for instructional approaches in university theoretical classrooms.

关 键 词：理论课堂 后排学生 授课位置 学习效率 

分 类 号：G642.0[文化科学—高等教育学]