摘要
随着数字技术飞速发展和数字媒体的变迁,屏幕文化与表征符号发生了变化,人们固有的认知观念与行为方式发生改变,促使新的学习模式形成。从传统单向媒体到交互式电子大屏,从沉浸式到可移动屏幕,“小屏幕”学习究竟对教育参与者产生何种影响?本研究从全局视角解构教育参与者间关系,基于1∶1的“小屏幕”学习环境,利用多层次结构模型方法建立个体和群体间的嵌套模型,探讨群体的教研能力、教学信念、压力感、技术接受行为、教学能力对学习者非认知因素和深度学习能力影响的跨层中介作用,结合深度访谈解析“小屏幕”学习过程中存在的问题和改进策略。结果发现,学生对“小屏幕”学习的好奇心、学习习惯和接受程度对深度学习能力有显著正向相关,但是信息安全意识与课后深度学习能力呈现负向相关;其次,信息安全意识较低的学生更容易接受“小屏幕”学习。教师的信息化教研水平和教学信念直接影响学生的深度学习能力,小屏幕教学在课前、课中、课后的教学效果与发散式、互动式的设计显著相关,并对学习者的非认知能力产生影响。进一步,教师网络教研能力、压力感和感知风险对学生深度学习具有调节作用。最后从场景视角、工具视角、学习者综合能力视角和互动关系视角阐述提升数字素养的应用策略,为如何利用“小屏幕”教学提供可参考借鉴。
With the rapid development of digital technology and the changes in digital media,changes have taken place in screen culture and symbols as well as in people’s inherent cognitive concepts and behaviors,prompting the formation of new learning models.From traditional one-way media to interactive electronic screens and then to the mobile immersive"small screen"media,how does this change affect learning and what is the effect?It is necessary to analyze the factors that affect deep learning and conduct in-depth discussions.Therefore,this study deconstructs the relationships between education participants from a global perspective.Based on a 1•1"small screen"learning environment,nested model analysis is conducted using a hierarchical linear model approach to explore the cross-level mediating effects of group research ability,teaching beliefs,pressure sensation,technology acceptance behavior,and teaching ability on non-cognitive factors and deep learning ability of learners.Combining deep interviews to analyze the problems and strategies that exist in the"small screen"learning process.The research found that students’curiosity,learning habits,and acceptance of"small screen"learning have a significant positive correlation with deep learning ability,but information security awareness is negatively correlated with post-class deep learning ability.Teachers’information technology teaching and research level and teaching beliefs directly affect students’deep learning ability.The teaching effect of small screen teaching before,during,and after class is significantly related to the divergent and interactive design,and it has an impact on learners’non-cognitive abilities.Furthermore,teachers’online teaching and research ability,stress perception,and perceived risk have a regulatory effect on students’deep learning.Finally,from the perspective of scenario,tool,the comprehensive ability of learners,and interactive relationship,this study elaborates on the application strategies for enhancing digital literacy,providing reference and guidance for how to use small screen teaching.
作者
刘妍
胡碧皓
管秀
顾小清
LIU Yan;HU Bi-hao;GUAN Xiu;GU Xiao-qing(School of Education,Shanghai Jiao Tong University,Shanghai 200235,China;Shanghai Institute of AI for Education,East China Normal University,Shanghai 200062,China;School of Computer Science and Technology,East China Normal University,Shanghai 200062,China;Department of Educational Information Technology,East China Normal University,Shanghai 200062,China)
出处
《苏州大学学报（教育科学版）》
CSSCI
北大核心
2023年第2期97-108,共12页
Journal of Soochow University(Educational Science Edition)
基金
国家哲学社会科学基金“十三五”规划2020年度教育学青年课题“指向非认知能力的学习困难诊断及其多模态数据反馈研究”(项目编号:CCA200254)的阶段性研究成果。
