智慧教室环境下的中小学课堂人际互动分析

Analysis of Classroom Interaction in Smart Classroom in Primary and Middle Schools

近年来,智慧教室环境下的课堂交互逐渐成为研究热点。文章基于面向智慧教室的中小学课堂互动观察工具(CIOSM),选取学校信息化发达程度较高的香港、北京和深圳三地,12所学校中的18间重点建设的中小学智慧教室,进行了54节英语常态课的互动观察纪录。研究发现:(1)技术丰富的智慧教室环境较好地提高和丰富了互动频率、互动主体和互动内容,有效地支持了课堂互动的开展,课堂互动的整体质量较好。(2)从学生在教室环境中是否拥有手持终端设备的角度,将智慧教室环境划分为"学生不持有终端设备"、"小组持有终端设备"及"个人持有终端设备"三种类型。其中,"小组持有终端设备"的课堂互动质量显著优于"个人持有终端设备"。(3)在"学生不持有终端设备"的教室环境中,交互白板的介入并没有显著提升课堂交互质量,其作用类同于传统的幻灯投影。但是,在"个人持有终端设备"的教室环境下(如PAD或笔记本),交互白板对课堂人际互动的支持显著优于幻灯投影。(4)教室类型及学习活动对技术丰富课堂中的互动质量的交互影响效果显著。教室类型的主效应显著,学习活动则无显著影响。

Classroom interaction in smart classroom is becoming a research issue. In this paper,CIOSM is used to observe 54 lectures of 18 smart classrooms in 12 primary and middle schools in Hong Kong, Beijing and Shenzhen. Research results indicate that（1） Interaction frequency, interaction objects and interaction content are improved in technology-rich classrooms, which supports classroom interaction effectively and the whole quality of classroom interaction is good.（2） Judging from whether students own PDA in classroom, smart classrooms are classified into three types： without PDA, group-own PDA and individual-own PDA. As a result, the interaction quality of the group-own classroom is obviously better than that of the individual-own one.（3） Interactive whiteboard is not helpful to improve the interaction quality in classroom without PDA, for it serves just as a traditional slide projector. But in classroom with individual-own PAD, interactive whiteboard is good for classroom interaction when compared with slide projector.（4） Classroom types and learning activities play an important role for interaction quality in technology-rich classrooms. The effects of classroom types are significant, while learning activities have no significant effects.