数智时代慕课教学交互特征及评价模型构建  

In the Age of Digital Intelligence:The Indicator System and Evaluation Model of Instructional Interaction for MOOC

作　　者：田媛 刘海诺 聂昕晓 房敏 TIAN Yuan;LIU Hainuo;NIE Xinxiao;FANG Min(Key Laboratory of Adolescent Cyberpsychology and Behavior of Ministry of Education,School of Psychology,Central China Normal University,Wuhan 430079,Hubei)

机构地区：[1]华中师范大学青少年网络心理与行为教育部重点实验室,湖北武汉430079

出　　处：《四川师范大学学报(自然科学版)》2025年第4期457-465,F0002,共10页Journal of Sichuan Normal University(Natural Science)

基　　金：国家自然科学基金面上项目(62377025);中央高校基本科研业务费-交叉科学研究平台重大项目(CCNU24JCPT033);湖北省高等学校本科教学研究项目。

摘　　要：慕课作为网络教育主流形式之一,其高使用率伴随的高辍学率引发众多教育工作者的思考.提出数智化时代下慕课教学交互评价模型,从慕课学习过程中的交互特征入手,建立包含教师交互、同伴交互、内容交互和平台交互4个特征维度,通过文献分析及专家函询进一步得到9个二级指标和31个三级指标的慕课教学交互评价指标体系,并采用德尔菲法和层次分析法完善赋权,确保指标体系的可操作性和实用性.该模型旨在帮助教师优化慕课建设,深入理解教学交互,提升学生学习效果,同时为课程评价提供有力指导.As a mainstream platform of online education,MOOC has attracted much discussion and research in recent years due to its high utilization rate and high dropout rate.This study proposes an evaluation model of MOOC instructional interaction in the age of digital intelligence,starting from the interaction characteristics in the MOOC learning process.It establishes a model that includes four dimensions:teacher interaction,peer interaction,content interaction,and platform interaction.Through literature analysis and expert inquiry,an index system of instructional interaction evaluation for MOOC was further developed,consisting of 9 secondary indicators and 31 tertiary indicators.The Delphi method and the Analytic Hierarchy Process(AHP)are used to refine the weighting to ensure the operability and practicality of the index system.The model aims to help teachers optimize the construction of MOOC,deeply understand teaching interaction,enhance student’s learning outcome,and provide strong guidance for course evaluation.

关 键 词：慕课 教学交互 德尔菲法 层次分析法 指标体系 

分 类 号：G434[文化科学—教育学]