作为教学干预手段的课程BBS的实效性研究——一项基于教学课程改革的个案调查

An Empirical Study on the Role of Class BBS as a Pedagogical Intervention

为了进一步探索能够增加互动交流的教学干预手段,本研究利用研究者自建的课程网络论坛,考察了中国大学英语学习者在论坛上的参与和行为特点,以及这种方式对学习者的社群感和自主学习意识的影响。同时通过探讨论坛参与度、学习者课程社群感以及自主学习能力的相关性,对课程BBS的作用进行了实证性研究。研究表明,学习者的社群依赖感和自主学习需求是同时并存的,而课程BBS对这两方面都有积极的影响。

With an attempt to explore a more interactive means of pedagogical intervention, this paper, by observing a class BBS set up by the researchers, studies the characteristics of BBS par- ticipants as well as the impact of BBS on learners＇ sense of community and awareness of learning autonomy. The study also carries out an empirical research on the correlation among BBS engagement, learners＇ sense of community and learning autonomy. The results show that learners＇ sense of community and learning autonomy needs coexist. The class BBS has a positive influence on both aspects.