师范生课堂上的自我调节学习——基于生理反馈的实验研究

Normal Students’Self-regulated Learning in Higher Education Classrooms:An Experimental Study based on Physiological Feedback

生理反馈是一项通过给予学生自身生理信号的技术,从而使其有意识地调节生理状态以强化学习效果。其能够实时为学生提供关于自身状态的反馈,在一定程度上能解决传统课堂教学中反馈不及时、不具体以及不频繁的问题。本研究采用实验研究的方法,将师范生随机分为生理反馈组和控制组,两组学生在相同的课堂环境下进行学习,课后对学生的学习情况进行测评。结果发现,生理反馈组学生的成绩要显著高于控制组的成绩。此外,生理反馈组中及格师范生的皮肤电显著大于不及格师范生。实验结果一定程度上反映了生理反馈相较于传统教学反馈的优势,具有一定的实践意义,并对师范生的培养起到一定的作用。

Physiological feedback is a technique that provides students with physiological signals to consciously regulate their physiological state and enhance their learning effect. It can provide students with real-time feedback on their state, and to a certain extent, it can solve the problem of untimely, unspecific and infrequent feedback in traditional classroom teaching. In this study, normal students were randomly assigned into a physiological feedback group and a control group. The students were learning in the same classroom environment and their learning was measured after class. The results revealed that the students’ performance in the physiological feedback group was significantly higher than that of the control group. In addition, the skin electricity of the passing students in the physiological feedback group was significantly greater than that of the failing students. The experimental results reflect to some extent the advantages of physiological feedback compared with traditional teaching feedback and have some practical significance.