教育博士生线上课堂参与研究:基于学习共同体视角  

A Study on the Online Classroom Participation of Ed.D. Students:From the Perspective of Learning Community

作　　者：朱志勇[1] 史贝贝[1,2] 余发碧 关惠文 王玉玲 Zhu Zhiyong;Shi Beibei;Yu Fabi;Guan Huiwen;Wang Yuling(Faculty of Education,Beijing Normal University,Beijing,100875,China;Beijing Academy of Educational Sciences,Beijing,100038,China;Education College of Xicheng District,Beijing,100053,China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]北京教育科学研究院,北京100038 [3]北京市西城区教育学院,北京100053

出　　处：《教育科学探索》2025年第1期83-90,共8页THE SCIENTIFIC EXPLORATION OF EDUCATION

基　　金：中国学位与研究生教育学会资助的研究课题“‘同型’抑或‘异构’:教育博士专业学位论文的国际比较研究”(编号:2022-28)的阶段性研究成果。

摘　　要：本研究以一所985高校的教育博士生在线课堂为个案,采用质性研究方法,基于学习共同体的理论视角深入教学现场深描行动者的课堂参与过程及影响因素,从愿景、制度、实践、关系等作用于课堂实践的学习共同体特征进行探究,发现“成长取向”的理念愿景、“幕后导演”的教师角色、“推着走”的课程实践、“互信互促”的群体关系是影响教育博士课堂参与的主要因素,存在“独立发声型”“依存发声型”“独立沉默型”和“依存沉默型”等多种课堂参与类型及动态调节过程,形成了本研究关于教育博士生线上课堂参与的理论框架,基于此探讨交互影响与学习共同体的独特作用,并反思高等教育中的评价与人才培养问题。This study takes an online class of Ed.D. students in a 985 project university as a case, adopting the qualitative research method to deeply depict the classroom participation process and influencing factors. The study finds that the factors influencing the classroom participation of Ed.D. students from the perspective of learning community include “growth-oriented” of vision, “behind-the-scenes director” of teacher's role, “pushing” of course practice and “mutual trust and promotion” of group relations. The types of students' participation include “independent voice”, “dependent voice”, “independent silent” and “dependent silent”. The four types show a dynamic adjustment process. These results led to the development of this study's theoretical framework on online classroom participation for Ed.D students. Thus, it explores the unique role of interactive influence and learning community, and reflects on the evaluation and cultivation issues in higher education.

关 键 词：课堂参与 教育博士生 学习共同体 影响因素 参与类型 

分 类 号：G643[文化科学—高等教育学]