摘要
城乡教育公平问题一直是民众关注的焦点,同步课堂为实现城乡教育公平提供可能的途径,研究其师生交互问题以及如何进行有助于同步课堂教学的师生互动具有重要的现实意义。研究以海口市龙峰实验小学与三江中心小学六年级语文小说单元同步课堂公开示范课为例,采用视频分析法及滞后序列分析法(LSA)对该课堂的师生交互行为、比率、教师提问与学生发言、教师课堂行为、学生课堂行为以及教师与学生之间的交互行为等进行分析,研究发现,通过优化同步课堂教学提问方式、强化主讲教师与助讲教师的协同备课教研、在大单元教学设计下适时调整同步课堂教学组织模式、强化信息技术应用等策略,可提高和促进同步课堂师生交互行为和效果。
The issue of urban and rural education equity has always been the focus of public attention.Synchronous classroom provides a possible way to achieve urban and rural education equity.It is of great practical significance to study the teacher-student interaction and how to carry out teacher-student interaction that can help synchronous classroom teaching.This paper takes Long feng Experimental Primary School and Sanjiang Central Primary School as an example,adopts video analysis and lag sequence analysis(LSA)to analyze the teacher-student interaction behavior,ratio,teacher's questioning and student's responses,teacher's classroom behavior,student's classroom behavior and interaction between teacher and student.It is found that strategies such as optimizing synchronous classroom teaching questioning,strengthening the collaborative lesson preparation and research between the main teachers and assistant teachers,timely adjusting the organization mode of synchronous classroom teaching under the teaching design of large units,and strengthening the application of information technology can be used to improve and promote the teacher-student interaction and effects in synchronous classroom.
作者
王觅
文欣远
李宁宁
陈焕东
ANG Mi;WEN Xinyuan;LI Ningning;CHEN Huandong(Department of Educational Technology,Hainan Normal University,Haikou Hainan 571158;Hainan Institute of Education and Training,Haikou Hainan 571158)
出处
《电化教育研究》
CSSCI
北大核心
2020年第8期74-81,共8页
E-education Research
基金
2020年海南省哲学社会科学规划课题“海南自由贸易港推进中全民数字素养评价和提升路径研究”(课题编号:HNSK(YB)20-30)
2016年海南省高等学校教育教学改革研究项目“面向中小学教师资格考试的‘学习超市’培训模式研究与翻转课堂教学实践”(项目编号:Hnjg2016-25)。
关键词
大单元教学
同步课堂
师生互动
滞后序列分析
教育公平
Large Unit Teaching
Synchronous Classroom
Teacher-student Interaction
Lag Sequence Analysis
Education Equity
