博物馆环境下教学交互分析实证研究

An empirical study on teaching interaction analysis of museum education curriculum

我国博物馆教育日益兴起,开展基于教育学视角的博物馆教育课程研究,已成为提升博物馆学习质量的关键。进一步促进博物馆教育课程的教学交互,有利于提升学习者的学习效果。基于文献研究和视频分析法,对某科技类博物馆样本课程进行编码分析,基于编码矩阵形成教学交互行为比率统计表,并进行积极整合格、教师言语比率、学生言语比率、沉寂比率等多项数据分析研究。研究发现,样本课程中博物馆教学过程情感气氛融洽,呈现强化度高及展品整合意识强等特点,但同时存在教学过程中教师主导地位明显,生生交互协作学习不足,提问技巧和展品融合教学能力有待提高等问题。基于此,建议把握博物馆教育本质和规律,系统开展场馆教学设计;开展实证研究,重视学习理论对博物馆教育实践的指导作用;推进博物馆教学评价改革,实施个人意涵图等多元评价方法探索,为提升博物馆教育质量,促进非正式学习研究提供参考。

with the rising of museum education in China,the research of museum education curriculum which perspective of pedagogy has become the key to improve the teaching quality of museum education curriculum.This research in view of the current museum education teaching interactive analysis scarce situation,based on literature research and video analysis,analyzing a sample course coding technology museum,based on coding matrix form,carries on the positive integration,qualified teacher speech rate,students speech ratio,the ratio of silence and so on data analysis.According to the data analysis results,it is found that in the sample courses,the teaching process of the museum has a harmonious emotional atmosphere,showing a positive strengthening of the awareness of integrating exhibits,but there are also some problems,such as the obvious dominant role of teachers in teaching,the lack of interactive and cooperative learning between students and students,and the need to improve the skills of questioning and the teaching ability of integrating exhibits.Based on the research,the study puts forward three suggestions:grasping the essence and rules of Museum education,systematically developing the teaching design of museum;conducting empirical research,attaching importance to the guiding role of learning theory in the practice of Museum education;promoting the reform of Museum teaching evaluation,and implementing the exploration of PMM multiple evaluation methods.This study is of great significance to improve the educational function of museums and promote informal learning research.