摘要
以新建构主义学习理论为指导,以H大学参与大学英语读写混合学习课程的学习者为例,展开行动研究,分析他们参与学习后交流意愿、社会临场感、小组特征以及学习迁移等不同学习效果之间的关系。研究发现,社会临场感在个人交互、小组特征以及学习迁移过程中均占据重要地位,且社会临场感是预测学习迁移的最显著变量。
Under the guidance of the new constructivism learning theory,an action research is conducted on the learners of the blended learning course College English Reading and Writing in H Univer-sity.The relationship between their diff erent learning eff ects,such as willingness to communicate,social presence,group characteristics and learning transfer,are analyzed.It is found that social presence plays an important role in the process of individual interaction,group characteristics and learning transfer,and social presence is the most signifi cant variable to predict learning transfer.
作者
吴海英
陈云红
李书明
WU Haiying;CHEN Yunhong;LI Shuming
出处
《中国教育技术装备》
2021年第4期4-7,共4页
China Educational Technology & Equipment
基金
湖北省高等学校省级教学研究项目“‘互联网+’背景下师范生信息化教学能力培养策略研究”(项目编号:2017369)
湖北师范大学教师教育开放基金重大项目。
关键词
新建构主义
混合学习
学习效果
学习迁移
new constructivism
blended learning
learning eff ect
learning transfer
