摘要
疫情期间大学普遍采取网络手段开展远程教学,本研究对学生的学习状态列为主要研究目标,并对问卷调查回收的数据开展了t检验和回归分析。研究发现,不同的教学方式和科技手段,会导致学生的学习情绪、知识习得、参与互动、专注程度呈现一定差异;避免无聊感比立即听懂知识对提高学生专注度更重要,适当形式的在线互动,能够调整学生学习态度,有助于提高其学习专注度。研究中还对有趣性和知识习得进行了调节因素的讨论。
During the pandemic time, universities adopted internet means to enable remote education. This study takes students’ learning status as research goal, and conducts t-test and regression analysis on the data collected from questionnaire survey. It is found that different teaching methods and scientific and technological means will lead to certain differences in students’ learning emotions, knowledge acquisition, participation and interaction, and concentration. Avoiding boredom is more important than understanding knowledge immediately in improving concentration. Proper online interactions can adjust learning attitude and help improve learning concentration. This study also discussed the moderating factors of interestingness and knowledge acquisition.
出处
《创新教育研究》
2022年第12期3187-3200,共14页
Creative Education Studies
