摘要
乡村教育数字化转型最直接地体现在乡村学校课堂教学中。专递课堂通过线上线下双师同步教学,一定程度上解决了乡村薄弱学校因缺少师资而开不出开不足开不好国家规定课程的问题,成为乡村教学优质均衡发展的创新方式。互动是影响远程在线教学质量的核心要素,互动的层次与水平关乎在线教学质量的达成。然而在实践中,专递课堂教学的师生互动层次和水平却并不高,主要表现为:线上教师与现场教师缺少及时的交流和协作、现场教师教学参与度不高、互动频次偏少且互动质量偏低。为解决以上困境,应以“多向互动”为切入点,基于教师—教师、教师—学生、学生—学生、学生—内容、教师—内容5种基本互动类型,突出教学中“师—师—生—内容”协同共生,构建“线上教师与现场教师互动、线上/现场教师与学生互动、学生跨云端同步互动、学生与教学内容互动”的专递课堂多向互动教学模式。基于该模式开展的英语专递课堂教学互动分析结果表明:专递课堂教学中存在上述5种互动类型,体现了多向互动的典型特征;多向互动通常发生在多维空间的同一时刻,体现出教学互动的复杂性;其呈现出师生互动为主,生生互动、学生与内容互动为辅的整体形态,有助于提升在线教学的临场感和教学效果。
The digital transformation of rural education should be most directly manifested in the classroom teaching of rural schools.To a certain extent,the online merging onsite(OMO)synchronous classroom,through online and offline dual-teacher synchronous teaching,solves the problem that weak rural schools is not able to provide insufficient and inadequate national curriculum teaching due to the lack of teaching resources.It has become an innovative way for the balanced development of quality education in rural areas.Interaction is a core element that affects the quality of distance online teaching,since its level and quality are crucial for achieving the quality of online teaching.However,in practice,the level and quality of interaction between teachers and students in online merging onsite(OMO)synchronous classroom is not high,such as the lack of timely communication and collaboration between online teacher and on-site teachers,the low participation of on-site teachers,the low frequency of interaction and the low quality of interaction.To address the above challenges,we should focus on“multidirectional interaction”,based on five basic types of interaction,that is,teacher-teacher,teacher-student,student-student,student-content and teacher-content interaction,highlight the synergy of“teacher-teacher-student-content”in teaching,and construct a multidirectional interactive teaching model for the OMO synchronous classroom,including“interaction between online teachers and on-site teachers,interaction between online/on-site teachers and students,cross-cloud synchronous interaction between students,and interaction between students and teaching content”.The analysis of interactive data in English OMO classroom teaching based on this model shows results as follows.These five types of interaction during teaching,reflect the typical characteristics of multidirectional interaction.Multidirectional interaction usually occurs in multiple dimensions at the same time,showing the complexity of teaching interaction.The overall form,with teacher-student interaction as the main focus,student-student interaction and student-content interaction as auxiliary,contributes to enhancing the presence and teaching effectiveness of online teaching.
作者
穆肃
周德青
眭慧
梁海欣
MU Su;ZHOU Deqing;SUI Hui;LIANG Haixin
出处
《现代远程教育研究》
CSSCI
北大核心
2024年第4期77-84,共8页
Modern Distance Education Research
基金
广东省哲学社会科学规划2023年度一般项目“数字化转型视域下乡村教育服务实施模式的研究”(GD23CJY18)。
关键词
专递课堂
双师教学
多向互动
乡村学校
等效交互理论
教学数字化转型
Online Merging Onsite(OMO)Synchronous Classroom
Dual-Teacher Teaching
Multidirectional Interaction
Rural Schools
Equivalent Interaction Theory
Digital Transformation of Teaching
