教学干预对学生深度学习的影响——基于62项实验或准实验研究的元分析

The Influence of Instructional Intervention on Students’Deep Learning:A Meta-analysis Based on 62 Experimental and Quasi-Experimental Studies

深度学习的教学效果一直受到国内外研究者的关注,但结论不太一致。本研究选取62篇国内外实验或准实验研究文献,采用元分析方法探究深度学习的教学有效性。研究发现,教学干预对学生深度学习具有中等程度的显著正向作用(d=0.436,p<0.0001)。调节效应检验的结果表明:1)不同地区的深度学习教学效果差异显著;2)小学阶段开展深度学习教学的效果最好;3)深度学习教学效果在不同学科间差异不显著;4)相较于大样本,小样本的深度学习提升效果更明显;5)教学干预在不同实验类型上具有同等的影响效果;6)教学干预的周期越长,深度学习提升效果越弱;7)不同测量方式测得的深度学习提升不存在显著差异;8)不同教学干预措施对学生深度学习的提升存在显著差异,同伴反馈、项目教学、情境工具和案例教学的作用更加明显;9)技术介入与否对学生深度学习的提升作用不存在显著差异。

The teaching effect of deep learning has puzzled researchers,and there is no unified conclusion.In this study,we selected 60 empirical research studies at home and abroad,and a meta-analysis is adopted to explore the teachability of deep learning.It is found that instructional intervention has a significant positive effect on students’deep learning(d=0.436,p<0.0001).The results of the moderating effect test showed that:1)There are significant differences in the teaching effect of deep learning among different regions;2)The teaching of deep learning works best in primary school;3)There is no significant difference in the teaching effect of deep among different disciplines;4)Compared with the large sample size,improvement of the deep learning with a small sample size was more significant;5)Teaching intervention has the same effect on different types of experiments;6)The longer the experimental period of teaching deep learning,the worse the improvement will be;7)There is no significant difference in the improvement of deep learning measured by different measurement methods;8)There are significant differences in the improvement of deep learning among different teaching interventions,peer feedback,project teaching method,and case teaching method are more effective;9)There is no significant difference in the improvement effect of technology intervention on students’deep learning.