基于探究社区理论的教学反馈实践探索

An Initial Exploration of Instructional Feedback PracticesBased on the Community of Inquiry Theory

在《机器学习》课程引入了基于探究社区理论的混合教学,通过七周教学实验数据分析,结果表明:基于探究社区理论的混合教学中高活跃度社区所产生的交流信息,对低活跃度社区学业成绩存在明显的提高作用;教师教学提升效果与不同社区之间学习交流信息差有关,信息差越大,效果提升越显著;该教学方式对于促进学生学习的主动性、共同协作解决问题的能力、批判性思维的培养等方面都有一定的积极促进作用。

The mixed teaching based on the theory of community of inquiry was introduced in the course of“Machine learning”,and through the analysis of seven-week teaching experiment data,the results show that:the communication information generated by the highly active community in the mixed teaching based on the theory of community of inquiry has a significant effect on the academic performance of the low-activity community;the effect of teacher’s teaching enhancement is related to the difference in the information of the learning and communication between the different communities,and the bigger the difference is,the more significantly the effect is enhanced;the teaching method has a significant effect on the promotion of students’learning initiative and their ability to work together to solve problems.The greater the information difference,the more significant the effect enhancement;the teaching method has a certain positive contribution to the promotion of students’learning initiative,the ability to work together to solve problems,and the cultivation of critical thinking.