网络学习环境下师生交互活动研究——教师角色多重性对学习的积极影响

Research on interactive activities between teachers and students in web-based learning environment: The positive impact of teachers' multiple roles on the students

传统远程教育的主要不足之一是师生交互不足,而师生交互的质量会直接影响到学生与学习资源交互及生生交互的效果。研究表明,要保证师生之间有良好的交互,首先,要注意资源配置和学习任务设计的针对性和适用性;其次,要提供多种师生交互渠道方便师生的沟通,注意认知与情感相结合;另外,要给学生及时、正面的反馈,使学生随时都能感受到教师的关注,增强学习信心。也就是说,网络学习环境下教师要根据自身角色的多重性“积极干预”学生的学习过程,发挥主导作用,提高教学质量。

In traditional distance education, lack of interaction in teaching and learning has influenced directly the interaction between students and learning resources and interaction among students. Since tutors are a key influential factor in distance learning, it is of practical guiding significance to improve distance learning quality and construct more suitable learning environment when making deep analysis of their roles. This research has based on the course of Changing English (2004-2005) by Shantou RTVU. They conducted an 18-week teaching experiment with 59 students participating in the research of interaction between tutors and students. In the light of questionnaires survey, non-structure written interviews, etc. the research has made an analysis of the frequency, content, way, effect, and students' satisfactory degree of interaction in teaching and learning. Based on the above research findings, the author pointed out that to assure favorable interaction between tutors and students, we have to pay attention to the relevance and adaptation of resources disposition and learning tasks design, first. In addition we need to offer various channels to facilitate communications between tutors and students. Meanwhile, we have to notify the combination between cognition and emotion. Furthermore, we need to offer our students with timely and positive feedback to enable our students at any time to appreciate the tutors' concern so as to enhance their own confidence in learning. In all of that, tutors should interfere proactively the learning process for our students, to play a leading role and facilitate to improve teaching quality in accordance with their own multiple roles.