摘要
从教学环境、教师、学生三个潜变量出发设计指标和问卷,提出基于SPOC的翻转课堂2.0教学效果影响因素相关假设,运用多元回归法进行了实证,发现学校SPOC线上平台建设水平、创新创业氛围,教师对SPOC课程的驾驭能力、对学生引导和调动的能力,学生的认知水平和学习态度、情感投入等是产生影响的重要因素。而线上学习资源丰富程度,虚拟社区互动性,学校对学科竞赛和大创项目的宣传鼓励,教师的创品任务设计能力和对学生创客精神的启发,学生对翻转课堂2.0的认知程度、创新意愿和创新精神是关键因素,产生显著的积极影响;督导评价力度和教师之间互相学习程度产生消极影响。
On the basis of the three potential variables including teaching environment,teachers and students,indicators and questionnaires were designed,and relevant hypotheses on factors influencing teaching effects of flipped classroom 2.0 based on SPOC were proposed.An empirical study was made by applying multiple regression method.Results were found that the key factors lie in the construction level of SPOC online platform,the atmosphere of innovation and entrepreneurship in universities,teachers'ability to control SPOC courses and to guide and mobilize students,students'cognitive level and learning attitude,emotional involvement,etc.Moreover,key factors lie in the richness of online learning resources,the interactiveness of virtual community,encouragement and publicity of academic competitions and creative projects in universities,teachers'ability to design creative tasks and inspiration to students'maker spirits,students'cognition and learning attitude towards flipped classroom 2.0,and students'willingness and spirit of innovation,which have a significant positive impact.The intensity of supervision and evaluation,and the degree of mutual learning among teachers have a negative impact.
作者
李学兰
丁梦娇
LI Xuelan;DING Mengjiao(School of Management, Anhui Science and Technology University, Bengbu, Anhui 233000, China)
出处
《成都师范学院学报》
2020年第4期9-17,共9页
Journal of Chengdu Normal University
基金
安徽省质量工程教学研究项目“基于SPOC与翻转课堂2.0共融的教学质量提升体系构建——以工商管理专业为例”(2017jyxm0367)
安徽省教育科学研究项目“基于SPOC与翻转课堂2.0共融的中职教育教学质量提升体系构建”(JK18001)
安徽科技学院大规模在线开放课程“企业战略管理”(Xj201804)。
