外教线上课程改革之探索——心理距离的中介作用及其改善措施

The Exploration of Reforming Foreign Teaching Online Course —Mediate Effect of Psychological Distance and Corrective Actions

受疫情影响,中外合作办学项目中的外教课程几乎全部成为线上课程,这些课程的教学效果及其影响因素值得探索。本研究提出假设认为缩短师生心理距离可以有效提高学生对课堂的交互质量感知和学习满意度,并基于西南大学心理学部中外办学项目,通过一学期的教学改革实践对其效果进行探究。结果表明:教学改革后学生交互质量感知、师生心理距离、学习满意度均有显著提高,且心理距离在互动感知和课堂满意度中起中介作用。本研究表明,外教课的线上课程中可以通过改善大学生交互质量感知、师生心理距离提高其课堂满意度。

Affected by COVID-19, almost all the foreign teaching courses in Sino-foreign cooperative school projects had become online courses. Therefore, the teaching effects and the influencing factors were worth exploring. Researchers hypothesized that shortening the psychological distance between teachers and students could effectively improve students’ perceived interaction quality and learning satisfaction in class, and explored its effect through the teaching reform practice of one semester based on the Sino-foreign cooperation school-running projects in the Faculty of Psychology of Southwest University. The results showed that students’ interaction quality perception, psychological distance between teachers and students, and learning satisfaction had all significantly improved after the teaching reform, while psychological distance worked as a mediate factor between perceived interaction quality and learning satisfaction. This study demonstrated that the online courses of foreign teachers could be ameliorated according to the betterment of students’ learning satisfaction by improving the perceived interaction quality and shortening the psychological distance between teachers and students.