基于结构方程模型的混合式教学实效  

Effectiveness of blended teaching based on structural equation model

作　　者：彭涛[1] 逯兆友 罗辉 PENG Tao;LU Zhaoyou;LUO Hui(College of Computer and Control Engineering,Northeast Forestry University,Harbin 150040,China;School of Transportation Science and Engineering,Harbin Institute of Technology,Harbin 150090,China)

机构地区：[1]东北林业大学计算机与控制工程学院,哈尔滨150040 [2]哈尔滨工业大学交通科学与工程学院,哈尔滨150090

出　　处：《沈阳师范大学学报(自然科学版)》2024年第6期556-562,共7页Journal of Shenyang Normal University:Natural Science Edition

基　　金：国家自然科学基金资助项目(41321304)。

摘　　要：随着互联网技术的持续进步及教育改革的不断深入,混合式教学已然成为高等教育领域的一种常见模式。以本科生必修课程“Python程序设计与问题求解”为具体案例,通过问卷调查,利用结构方程模型,构建了涵盖教师、学生、教学平台及教学环境等变量的理论模型,进而深入探讨了这些因素对混合式教学效果的影响及它们之间的相互作用关系。研究结果表明,教师的教学能力与引导作用、学生的学习态度与参与度及教学平台的功能与资源对混合式教学的效果具有显著的正向影响。研究为混合式教学的优化提供了有力的实证支撑和具有针对性的策略建议。With the continuous progress of Internet technology and the continuous deepening of educational reform,blended teaching has become a common mode in the field of higher education.Taking the compulsory course“Python Programming and Problem Solving”for undergraduates as a specific case,through questionnaire survey and structural equation model,a theoretical model covering variables such as teachers,students,teaching platforms and teaching environments was constructed,and the influence of these factors on the blended teaching effect and their interaction relationship were deeply discussed.The research results show that teachers'teaching ability and guiding role,students'learning attitude and participation,and the functions and resources of teaching platforms have a significant positive impact on the blended teaching effect.This research provides strong empirical support and targeted strategic suggestions for the optimization of blended teaching.

关 键 词：混合式教学 结构方程模型 翻转课堂 自主学习习惯 

分 类 号：O343.1[理学—固体力学] O341[理学—力学]