高校混合式教学的教学效果提升策略研究——基于探究社区理论的实证分析

Research on the Strategy of Improving the Teaching Effect of Blended Teaching in Colleges and Universities——Empirical analysis based on community of inquiry framework

混合式教学逐渐成为高校教育教学的“新常态”,如何有针对性地提升高校混合式教学的教学效果成为关键问题。研究基于探索社区理论,通过对比不同教学模式在不同教学效果指标上的表现及其形成机制,探究混合式教学中班级规模、课程设计与最终教学效果的关系。研究发现,首先,混合式教学提升教学效果的重要前提是合理的生师比;其次,探究社区理论框架中的认知存在与社会存在最能体现混合式教学的特点与优势;最后,在混合式教学情景下,不同的教学目标对应了不同的实现路径。因此,在混合式教学的实践中,学校应适度控制班级规模,根据不同教学目标设定不同课程侧重点,同时在进行混合式教学课程设置时应更注重学生学习的参与感,在线上强化高阶认知活动的设计与整合,在线下营造师生、生生深度交流探讨的良好氛围,增强学生的认知与社会存在感。

Blended teaching has gradually become the"new normal"of university education and teaching.How to improve the teaching effect of blended teaching in colleges and universities has become a key issue.Based on the community of inquiry framework,this study explores the relationship between class size,curriculum design and final teaching effect in blended teaching by comparing the performance of different teaching models on different teaching effect indicators and their formation mechanisms.The results show that,firstly,a reasonable student-teacher ratio is an important prerequisite for blended teaching to improve the teaching effect.Secondly,exploring the cognitive existence and social existence in the community of inquiry framework can best reflect the characteristics and advantages of blended teaching.Finally,in the blended teaching scenario,different teaching objectives correspond to different realization paths.Therefore,in blended teaching practice,class size should be carefully control,course focus should be set according to different teaching goal,at the same time when making blended teaching curriculum more attention should be paid to students’learning engagement.Designing higher-order cognitive activities online while training good atmosphere of deep discussion between students and teachers in the offline.Enhance students’perception of cognition and social existence.