摘要
基于高职课堂教学互动行为分析框架,对20门高职优质课程编码分析,借助滞后序列分析、相关分析和描述统计归纳高职课堂教学互动行为模式与课程知识建构特征,发现高职课堂主要存在讲解4种教学互动行为模式及15种互动结构,高职课堂教学中讲解示范模式和问答—反馈模式较多,促进元认知和高阶思维发展的协作—讨论模式较少。课堂知识建构方面,记忆型问题和理解型问题促进学生回顾旧知、强化知识结构,生成型问题和评价型问题有助于课程知识的深度理解、系统建构与应用迁移,通过教学反馈调整学生认知策略、激发课程参与;问题类型显著影响学生思维能力发展,但高职课堂仍以认知理解型问题为主,对促进学生知识建构与应用迁移的生成型问题与评价型问题较少,教师提问及反馈引发的教学互动对学生知识建构有促进作用。未来高职课堂应重点基于融合式教学设计重构高职课堂教学互动,优化课堂教学互动策略促进师生协同知识建构。
Based on the analysis framework of interactive behaviors in classroom-based teaching of higher vocational institu-tions,this paper analyzes the 20 high-quality courses in higher vocational institutions through coding analysis.Utilizing lag se-quence analysis,correlation analysis and descriptive statistics the study summarizes interactive behavior patterns and features of knowledge construction in classroom-based teaching of higher vocational institutions.The findings reveal 4 types of interactive behavior patterns and 15 types of interaction structures in classroom-based teaching of higher vocational institutions,with expla-nation-demonstration and Q&A-feedback patterns being more prevalent,while the collaboration-discussion pattern,which facili-tates metacognition and higher-order thinking development,being less common.In terms of knowledge construction in the classroom,memory-type and comprehension-type questions facilitated students in reviewing old knowledge and strengthening knowledge structures,and generative-type and evaluation-type questions contribute to the deep understanding,systematic con-struction and application transfer of curriculum knowledge.Teaching feedback helps adjust students'cognitive strategies and stimulate class participation.The types of questions significantly affect the development of students'thinking abilities,but teaching in higher vocational institutions still mainly focus on memory-type and comprehensive-type questions,with fewer gener-ative-type and evaluation-type questions that promote the knowledge construction and application transfer.The teaching interac-tion based on teachers'questions and feedback promotes students'knowledge construction.In the future,classroom-based teaching of higher vocational institutions should focus on reconstructing classroom-based teaching interactions based on integrat-ed teaching design,and optimizing classroom-based teaching interaction strategies to promote collaborative knowledge construc-tion between teachers and students.
作者
吴华君
WU Hua-jun(Guizhou Tengyun Education Research Institute,Guiyang 550081,China;Guizhou Vocational Education Curriculum Reform Research Center,Guiyang 550081,China)
出处
《高等职业教育探索》
2024年第1期42-50,共9页
Higher Vocational Education Exploration
基金
国家自然科学基金面上项目“师范生课堂教学表达能力自主实训与评价模型研究”(62177032)
贵州省教育科学规划重点课题“贵州职业教育产教融合发展‘新’实践路径实验”(ZD202111)
中国电子劳动学会2023年度“产教融合、校企合作”教育改革发展课题“高职教师数字素养现状与提升路径研究”(Ceal 2023329)。
关键词
高职
课堂教学互动
知识建构
教学视频
教学能力比赛
higher vocational education
classroom-based teaching interaction
knowledge construction
teaching videos
teaching ability competition
