数字时代联通主义视角下混合式学习中的教学交互策略  

Strategies for Instructional Interaction in Blended Learning in the Digital Era from the Perspective of Connectivism Theory

作　　者：李亭亭 Li Tingting(Jinhua Open University,Jinhua Zhejiang 321000)

机构地区：[1]金华开放大学,浙江金华321000

出　　处：《包头职业技术学院学报》2025年第1期86-89,共4页Journal of Baotou Vocational & Technical College

摘　　要：文章基于联通主义学习理论,探讨通过强化教学交互来促进开放教育教与学再度整合的策略,提出从学习资源、任务设置和话语环境创设等层面强化教学交互。研究发现,丰富多样的学习资源和分层次的任务设计能够显著影响学习者与学习材料之间的交互。同时,情景式开放话语环境可以显著促进学生间的社会性交互,从而提升学习者参与度与满意度。然而,实施过程中仍存在学生自主学习完成率不高、交互不足等问题,在教学中需动态调整以满足不同需求。This paper,based on connectivism learning theory,explores strategies to promote the reintegration of teaching and learning in open education by strengthening instructional interaction.It proposes enhancing instructional interaction through the design of learning resources,task settings,and the creation of a discourse environment.The study reveals that a plethora of learning resources and tiered task design significantly influence the interaction between learners and learning materials.Concurrently,a context-based open discourse environment can notably enhance social interaction among students,thereby improving their engagement and satisfaction.However,issues such as low completion rates in self-directed learning and insufficient interaction persist during implementation,and necessitating dynamic adjustments in teaching should be done to accommodate diverse needs.

关 键 词：教育数字化 教学交互 联通主义 混合式学习 

分 类 号：G434[文化科学—教育学]