摘要
在线教学改变了学生学习体验方式,但没有改变教与学的关系,教师仍是课堂的灵魂,优良适宜的教学行为是学生学习有效进行的根本保障。在线教学的发展将取决于线上课堂与线下课堂能否真正实现“实质等效”。对C大学11443个不同专业参与在线学习的学生开展实证调查发现,教师教学行为和活动的9个外因变量对学生在线学习满意度存在显著正向影响,其中课程考核、课程内容、学习资源三个变量对在线教学满意度的影响最为明显,专业类型具有调节作用,文科学生比理工科学生有更高的在线学习满意度评价。教师可以通过加强过程化考核、课程设计、课前准备及学习资源建设等教学优化行为,根据文科、理工科等专业类别差异调整在线教学行为和在线教学活动,切实提升在线教学实效。
Online teaching has changed the way of students’learning experience,but has not changed the relationship between teaching and learning.Teachers are still the soul of the classroom,and good and appropriate teaching behavior is the fundamental guarantee for students to learn effectively.The development of online teaching depends on whether the online teaching can achieve the effect of offline classroom teaching.On the basis of literature research,the researcher established a structural equation model,and conducted a questionnaire survey with 11443 students of different majors who participated in online learning in C University.The empirical results show that the nine external dependent variables of teachers’teaching behaviors and activities have a significant positive impact on students’learning satisfaction.Among them,three variables——curriculum assessment,curriculum content and learning resources,have the most obvious influence on online teaching satisfaction.The results also show that the types of majors have a moderating effect on the relationship between teaching behavior and satisfaction,and arts students have higher satisfaction evaluation than science and engineering students.Based on the research results,this paper puts forward some suggestions on the optimization of teaching behavior to help teachers improve the effectiveness of online teaching.
作者
刘思强
贺晖
LIU Siqiang;HE Hui(Changsha University of Science And Technology,Changsha Hunan 410114)
出处
《现代教育管理》
CSSCI
北大核心
2022年第3期66-73,共8页
Modern Education Management
基金
湖南省普通高等学校教学改革研究项目“大学生合理增负背景下课程考核改革路径及实施方案研究”(2019-273)。
关键词
大学课程
在线教学
教学行为
教学效果
学习满意度
university courses
online teaching
teaching behavior
teaching effect
learning satisfaction
