混合式教学实践的驱动因素与推进路径——基于福建A高校调查问卷数据实证分析

A Study on the Driving Factors and Promotive Ways of Blended Learning Practice——Empirical Analysis Based on the Data of Questionnaire of a College in Fujian Province

通过对福建A高等院校的师生开展问卷调研,实证分析其大规模在线教学实施前后教师和学生参与混合式教学改革的变化状况。结果显示,第一,教师对混合式教学的认知情况受到教龄、学科及自身经历的影响,同时,学生对混合式教学的基础认知和情感支持,对教师的混合式教学改革行为有影响;第二,师生在大规模线上教学前后对混合式教学适应性是有变化的。探索出政策性引导、基础性支持及情感认同等要素对推动教师进行混合式教学改革自觉性的相关性,提出相应的建议与策略,为各高校提高教学改革的针对性和实效性提供借鉴和参考。

By conducting a questionnaire survey for teachers and students of a college in Fujian province,this paper empirically analyzes the changes in their participation in the reform of blended learning before and after large-scale online teaching.Firstly,the results show that the teachers cognitive status of blended learning is influenced by their years of teaching,subjects and personal experiences,while the students basic cognition and emotional support for it have an impact on the teachers reformative behaviors of blending learning.Secondly,there are changes in the their adaptability to blended learning before and after large-scale online teaching.Finally,this paper explores the correlation of the policy guidance,basic support and emotional identification with the promotion of the teachers consciousness of the reform of blended learning,and proposes corresponding suggestions and strategies,which provides reference for colleges and universities to improve the pertinence and effectiveness of teaching reforms.