智慧课堂真的提升学习成效了吗--基于国内外48项实证研究的元分析

The Learning Effects of Smart Classroom:A Meta-Analysis of 48 Domestic Studies at Home and Abroad

智慧课堂作为教育信息化2.0时代的重要教学手段,其是否真正提高了学生学习成效成为了各界关注与重视的话题,众多学者为此开展了大量实证研究,结论却不甚相同,引起了广泛争议。通过采用元分析方法,对国内外相关主题的48项实验或准实验研究进行量化分析,从更宏观的视角探明了智慧课堂的有效性及影响因素。结果显示:由整体来看,智慧课堂对学生学习成效存在中等偏上的促进作用;由调节变量来看,智慧课堂的学习作用效果受不同学段、知识类型、教学周期、班级规模、设备条件的影响,不受学科、教学策略和评测工具的调节作用。具体而言,智慧课堂可成为大班教学、短期课程、实验操作类课程的适配搭档,但应用过程中还需谨防技术与设备的滥用。

As an important teaching environment in the era of education informatization 2.0,whether the smart classroom really improves students’learning effectiveness has become a hot topic from all walks of life.Many scholars have carried out a large number of empirical studies in this field,but the conclusions are not the same.By the use of meta-analysis,this study quantitatively analyzes 48 experimental or quasi-experimental studies at home and abroad.The results show that,on the whole,the smart classroom has a significant promotion effect on students’learning effectiveness;from the perspective of moderating variables,the learning outcome of smart classroom is influenced by the factors of learning stage,knowledge type,teaching cycle,class size and equipment condition,but is not moderated by the factors of subject,teaching strategy and evaluation tools.Specifically,the smart classroom can become a suitable partner for large-class teaching,short-term courses,and experimental courses.However,the misuse of technology and equipment should be avoided in the application process.