智慧课堂中的“练习—反馈”环节教学行为分析——基于19节省级一等奖数学课例的视频分析

Analysis on the Teaching Behaviors of Exercise-Feedback Section in the Smart Classroom——Based on the Video Analysis of 19 Math Class Presentations in the First Prize at Provincial Level

智慧学习环境下的课堂教学行为逐渐成为研究热点。相较于目前采用较多的整堂课的教学行为分析,针对特定教学环节进行教学行为分析,更能反映特定学习环境下课堂教学行为的特征。“练习—反馈”是课堂教学交互比较密集、信息技术应用差异较大的教学环节之一。利用视频分析法,文章对从19节省级一等奖数学课例中提取出的73个“练习—反馈”活动样本进行教学行为分析后发现:以交互式电子白板为中心和以平板电脑为中心的两种环境下的教学在练习、反馈的时长和人机交互行为方面存在显著差异,但在人际互动方面没有显著差异。平板电脑提高了“练习—反馈”活动的效率,但在支持个性化学习方面的优势并没有得到充分体现。

The classroom teaching behavior in the smart learning environment has gradually become a research hotspot. Compared with the currently used teaching behavior analysis of the whole class, the analysis of teaching behavior for specific links could better reflect the characteristics of classroom teaching behavior in specific learning environment. The exercise-feedback is one of the sections where classroom teaching interaction is relatively intensive and the application of information technology is quite different. Using video analysis method, the teaching behaviors of 73 “exercise-feedback” activity samples extracted from 19 math class presentations in the first prize at provincial level were analyzed. The results showed that significant differences were found between the whiteboard-centered environment and the tablet-centered environment in terms of exercise and feedback duration and human-machine interaction behavior, while no significant difference was found in terms of interpersonal interaction. Tablet computers improved the efficiency of exercise-feedback activities, but their advantages in supporting personalized learning were not fully reflected.