高校在线同步教学活动与行为的时序分析——以4门在线同步课程为例  

A Temporal Analysis of Activities and Behaviors in Online Synchronous Teaching in Higher Education:Taking Four Online Synchronous Courses as Examples

作　　者：李爽[1] 陈靖茜 蔡草原 Li Shuang;Chen Jingxi;Cai Caoyuan(the Faculty of Education,Beijing Normal University,Beijing 100875;Suzhou High-tech Zone First Middle School,Suzhou 215000)

机构地区：[1]北京师范大学教育学部,北京100875 [2]苏州市高新区第一初级中学校,苏州215000

出　　处：《中国远程教育》2025年第3期67-92,共26页Chinese Journal of Distance Education

基　　金：2019年度国家自然科学基金面上项目“基于三层空间多维时间特征的在线学习投入分析技术与评价模型研究”(项目编号:61977011)。

摘　　要：开展在线同步教学是高校充分发挥互联网变革潜力、推动课程教学与人才培养模式创新的重要方向。为深入探究高校在线同步教学现状,本研究选取4门高校课程的7次课作为研究案例,综合教学视频分析法和滞后序列分析法,从教学活动、师生言语和技术操作行为的时序分布与行为模式三个方面深入剖析讲授型、展示型和社会建构型三类同步课堂模式的教学时序特征。研究发现三类模式下的在线同步课堂虽未呈现实质性课堂变革证据,但为再度整合时空分离的教与学,都呈现出更关注学生主体性、激励学生参与、促进灵活多元互动、注重内容呈现交互性、技术赋能师生协同等新特征,并结合教学策略与班级规模形成多种子模式。基于这些发现对在线同步课堂的教学特征、课堂互动形态与模式的转变、技术赋能与教学的深度媒介化等问题进行了讨论与反思,以期为高校在线同步课堂教学的设计、实施与研究提供启示。Conducting online synchronous teaching is a key direction for universities to harness the transformative potential of the Internet to drive innovation in course teaching and talent cultivation models.To deeply explore the current state of online synchronous teaching in universities,this study selected seven sessions from four university courses as research cases.Through a combination of teaching video analysis and lag sequential analysis,the study delved into the temporal characteristics of teaching activities,the temporal distribution of teacher-student verbal interactions,and technical operation behaviors across three types of synchronous classroom models:lecture-based,demonstration-based,and social construction-based.The findings revealed that although the online synchronous classrooms under the three models did not provide evidence of substantive classroom transformation,they all exhibited new features that align with the reintegration of teaching and learning separated by time and space.These features included greater emphasis on student agency,encouragement of student participation,promotion of flexible and diverse interactions,focus on interactive content presentation,and teacher-student collaboration enabled by technology.Additionally,multiple sub-patterns were formed based on teaching strategies and class sizes.Based on the findings,this study discussed and reflected on issues related to the teaching characteristics of online synchronous classrooms,classroom interaction patterns and model transitions,and the deep mediation of teaching empowered by technology in order to provide insights for the design,implementation,and research of online synchronous teaching in universities.

关 键 词：在线同步教学 教学视频分析 教学时序特征 教学模式 高等教育教学 

分 类 号：G420[文化科学—课程与教学论]