中国电化教育
中國電化教育
중국전화교육
China Educational Technology
2015年
11期
110-115
,共6页
李葆萍%傅骞%淮瑞英%梁安安
李葆萍%傅鶱%淮瑞英%樑安安
리보평%부건%회서영%량안안
1对1学习环境%平板电脑教室%学习平台%自主学习%学习体验
1對1學習環境%平闆電腦教室%學習平檯%自主學習%學習體驗
1대1학습배경%평판전뇌교실%학습평태%자주학습%학습체험
1:1 Learning Environment%Tablet PC Classroom%Learning Platform%Self-regulated Learning%Learning Experience
该文通过1对1学习环境测量量表测量了两个省会城市中4个中小学校的8个平板电脑班级师生对教室学习环境的感知水平。师生对于平板电脑为终端的教室具备的学习环境开放性、空间设计灵活性、人际关系平等性、人机(环境)体验良好性等特征有较高的感知水平，而对于学习平台使用和个性化学习活动开展等感知水平较低。平板电脑教室通过学习平台应用和公平的学习机会支持了个性化、探究性和合作化学习活动的开展，学习平台和教室技术环境共同提供了良好的用户学习体验。然而，平板电脑教室对于师生情感体验和人际关系贡献度远大于其对技术应用体验和自主学习活动的贡献度。结合课堂观察研究发现这种差距源于学习平台对学习过程性数据的管理、追踪及分析水平低下以及师生信息化创新教学水平的欠缺，因而应当加强对平板电脑教室智能学习平台建设水平和教师利用信息技术开展线上线下混合式教学设计的能力。
該文通過1對1學習環境測量量錶測量瞭兩箇省會城市中4箇中小學校的8箇平闆電腦班級師生對教室學習環境的感知水平。師生對于平闆電腦為終耑的教室具備的學習環境開放性、空間設計靈活性、人際關繫平等性、人機(環境)體驗良好性等特徵有較高的感知水平，而對于學習平檯使用和箇性化學習活動開展等感知水平較低。平闆電腦教室通過學習平檯應用和公平的學習機會支持瞭箇性化、探究性和閤作化學習活動的開展，學習平檯和教室技術環境共同提供瞭良好的用戶學習體驗。然而，平闆電腦教室對于師生情感體驗和人際關繫貢獻度遠大于其對技術應用體驗和自主學習活動的貢獻度。結閤課堂觀察研究髮現這種差距源于學習平檯對學習過程性數據的管理、追蹤及分析水平低下以及師生信息化創新教學水平的欠缺，因而應噹加彊對平闆電腦教室智能學習平檯建設水平和教師利用信息技術開展線上線下混閤式教學設計的能力。
해문통과1대1학습배경측량량표측량료량개성회성시중4개중소학교적8개평판전뇌반급사생대교실학습배경적감지수평。사생대우평판전뇌위종단적교실구비적학습배경개방성、공간설계령활성、인제관계평등성、인궤(배경)체험량호성등특정유교고적감지수평，이대우학습평태사용화개성화학습활동개전등감지수평교저。평판전뇌교실통과학습평태응용화공평적학습궤회지지료개성화、탐구성화합작화학습활동적개전，학습평태화교실기술배경공동제공료량호적용호학습체험。연이，평판전뇌교실대우사생정감체험화인제관계공헌도원대우기대기술응용체험화자주학습활동적공헌도。결합과당관찰연구발현저충차거원우학습평태대학습과정성수거적관리、추종급분석수평저하이급사생신식화창신교학수평적흠결，인이응당가강대평판전뇌교실지능학습평태건설수평화교사이용신식기술개전선상선하혼합식교학설계적능력。
Using the Smart Classroom Scale (SCS), this study surveyed the teacher and student’s perception of tablet PCs classroom in 8 classes of 4 elementary and secondary schools from 2 provincial capitals cities. The study found that teacher and student had higher perception of such features as openness of learning environment, lfexible design in learning space, equality of human relations, and positive experience in human-compute interaction in the tablet PCs classroom, and they had the lower perception of using learning platform and personalized learning activities. The tablet PC classroom supported the development of personalized, inquiry and cooperative learning activities through the application of the learning platform and the equitable learning opportunities, as well as the learning platform and technological environment supported the good learning experience. However, the tablet PC classroom’s contribution to teacher and student emotional experience and interpersonal relationship was much greater than its to the technology application and self-regulated learning activities. The study ascribed it to the low performance of learning platform in managing, tracing, and analyzing of learning process data, and the low level of teacher’s innovation of e-learning. The study suggested that the smart learning platform in tablet PC classroom, and the teachers ’ability to design online and oflfine hybrid lessons need to be strengthened.
