实质等效:疫情期间在线教学最低目标的实现与超越

Substantial Equivalence:Realization and Transcendence of Minimum Goal of Online Teaching during the Epidemic Period

新冠肺炎疫情期间实施的大规模在线教学效果的研究显示了“与传统教学实质等效”的成绩,同时又表达了对仅仅达到实质等效的不满。研究从媒体比较研究的历史中溯源,以寻求实质等效的含义。研究发现,远程教育中媒介传递的教学是在达到传统教学效果基础上,解决了异地学习问题,实质等效已经含有对传统教学的超越。对实质等效低效的质疑,是对媒介传递的教学功效的双重期待:不但解决远程学习问题,还要获得优于传统的学习结果。已有的媒体比较研究受研究范式的束缚,用“非显著差异”掩盖了媒体教学实际上超越了实质等效,优于传统教学效果的事实。最后,提出超越实质等效的方法,即开展与新技术相匹配的教学设计方法的研究。

The research on the effect of large-scale online teaching during the outbreak of the epidemic shows the achievement of"substantial equivalence to traditional teaching",while at the same time expressing dissatisfaction with achieving only substantial equivalence.This paper traces the source from the history of comparative study of media to seek the meaning of substantive equivalent.It is found that,since the teaching delivered by media in distance education addresses the issue of long-distance learning in addition to the effectiveness of traditional teaching,the substantial equivalence already entails a transcendence of traditional teaching.The question of the inefficiency of substantial equivalence is a double expectation of the effectiveness of teaching delivered by media:not only solving the problem of distance learning,but also obtaining learning outcomes that are superior to traditional ones.The existing comparative studies of media are bound by the research paradigm,use"no significant differences"to obscure the fact that media-based teaching actually exceeds substantial equivalence and outperforms the traditional teaching.Finally,a method beyond substantial equivalence is proposed,that is,to carry out research on instructional design method matching new technologies.