混合教学改革的阶段性特征与实施效果偏差分析

A Deviation Analysis of Stage Characteristics and Implementation Effect of Blended Instruction Reform

混合教学改革被视为信息技术与教育深度融合的核心,日益受到国内外关注。然而,如何评价混合教学改革效果并采取有效的推进措施,成为制约混合教学改革深化的瓶颈。格拉汉姆等人的院校混合教改措施框架,以及UNESCO院校混合教改能力框架,都能对院校混合教改现状进行较为全面的描述,为院校定位自身所处阶段以及制订改进方案提供可操作的指南。但是这些研究提供的只是一个离散的阶段划分方法,对处于起步阶段和较为成熟阶段的院校,定位较为准确;对正在发展的院校,则存在不易定位的问题。从6所高等职业院校的混合教学改革现状调查,以及5118名参与教师的线上行为数据分析表明:对于混合教改阶段的特征描述不能仅局限于混合教改的措施,还应结合实施效果,如教师群体教学行为水平的提升,来评价院校所处阶段,进而细化改革措施。深化混合教学改革具有系统工程属性,需要上升至混合教育的高度开展系统化研究,即从课程、专业和学校三个层面,以及理论探索、技术构建和组织方案三个维度整体深化混合教育教学改革的研究和实践。

The blended instruction reform is regarded as the core of the deep integration of information technology and education. However, how to evaluate the effect of blended instruction reform and accordingly take effective measures becomes the bottleneck now. The framework of blended instruction reform measures proposed by Graham et al., and the framework of blended instruction reform ability put forward by UNESCO, both could comprehensively describe the status of college, help them position their own reform stage, and provide operational guidelines for improvement. Yet, those studies could only provide a discrete phase division method, which is relatively accurate in positioning the colleges in start stage and mature stage, and relatively inaccurate in positioning the colleges in intermediate stage. According to a survey about current situation of blended instruction reform in 6Higher vocational colleges, and an analysis of the online behavior data of 5118 teachers, we find that to describe characteristics of the college in blended learning reform stage should include not only the description of the measure, but also the implementation effect, such as the improvement of teachers' instructional behavior level, to evaluate the reform stage and further refine the reform measures. Due to its systematic engineering attributes,deepening the blended instruction reform needs to do systematic research on a high level of blended education including three aspects(lessons, subjects and colleges) and based on three dimensions(theoretical exploration,technical structure and organized program).