面向城市薄弱校的专递课堂模式构建及应用研究——基于支架式教学策略的视角

Research on the Construction and Application of Specialized Delivery Classroom Model for Urban Disadvantaged Schools -Based on the Perspective of Scaffolding Teaching Strategy

城市薄弱校的课堂效果提升是基础教育优质均衡发展的重要组成部分,实践中多采用专递课堂来提升其课堂效果,但是专递课堂存在学生的临场感和学习动机不足的问题。为此,本研究构建了融合支架策略的专递课堂模式,通过支架来增强交互,通过交互来促进理解,进而实现学生对教学信息的有效加工。实证结果表明:(1)融合支架策略的专递课堂班比常规专递课堂班学生的教学临场感和认知临场感更强,但两个班学生的社会临场感无显著差异。(2)融合支架策略的专递课堂班学生在学习动机的价值成分和期待成分上的得分比常规专递课堂班学生更高,而且他们对考试的焦虑感更低。(3)融合支架策略的专递课堂呈现出了教师主导—学生主体型的教学结构,其课堂氛围比较融洽,师生话语互动频率和节奏平稳有序。本研究结论对城市薄弱校课堂和专递课堂的教学设计与活动组织均有一定的参考和借鉴价值。

Improving the classroom effect of urban disadvantaged schools is an important part of the quality and balanced development of basic education.In practice,special delivery classrooms are mostly used to improve their classroom effect,but the sense of presence and learning motivation of students are insufficient.For this reason,a special delivery classroom model integrating scaffolding strategy is constructed,which can realize students’effective processing of teaching information by enhancing interaction through scaffolding and promoting understanding through interaction.The empirical results show that(1)the students in the special delivery class integrated with the scaffolding strategy have a stronger sense of teaching presence and cognitive presence than those in the conventional special delivery class,but there is no significant difference in the social presence of the students in the two classes;(2)the students in the special delivery class integrated with the scaffolding strategy have higher scores on the value component and expectation component of learning motivation than those in the conventional class,and they have lower anxiety about the exams;(3)the special delivery class integrated with the scaffolding strategy presents a teacher-led and student-dominated teaching structure,with a harmonious classroom atmosphere and a stable and orderly frequency and rhythm of teacher-student discourse interaction.The findings of the study have certain reference value for the teaching design and activity organization of both the classroom of the urban disadvantaged school and the special delivery classroom.