【摘要】：移動技術(shù)的迅猛發(fā)展給人們的生活帶來了巨大的改變。更多的學者以及教育人士以期移動技術(shù)能夠在教育領(lǐng)域掀起狂潮。因此,近年來更多的學者研究移動技術(shù)為教育帶來的變革。傳統(tǒng)高等教育的教學模式已不能滿足學習者的學習需求,基于智能終端的移動學習模式可以作為高等教育的有效補充和優(yōu)化,同時,持續(xù)的形成性評價是學生獲取知識技能的有效方法,有效的形成性評價不僅能監(jiān)督管理學生的學習過程,而且能幫助學生發(fā)展更為有效的學習策略,能提高課堂中的師生交互性,解決現(xiàn)在大學課堂教學中存在的一些問題。而隨著科技的進步,技術(shù)給教育評價領(lǐng)域帶來深刻的變革,產(chǎn)生了技術(shù)支持的形成性評價(Technology-Enhanced Formative Assessment) 。本研究構(gòu)建技術(shù)支持的形成性評價教學模式,在華中師范大學《教育技術(shù)學研究方法》課程中應用該模式。在閱讀文獻的基礎(chǔ)上發(fā)現(xiàn)大學生學習投入度對大學生的學習成績有重要影響。并且根據(jù)現(xiàn)有研究發(fā)現(xiàn)現(xiàn)有高校大學生在課堂上面經(jīng)常玩手機,“低頭族”現(xiàn)象比較嚴重。本研究在基于大學課堂“低頭族”問題的基礎(chǔ)上,探究技術(shù)支持的形成性評價教學對大學生學習投入度的影響,并且在此基礎(chǔ)上探討影響大學生學習投入度的因素。在應用該模式的基礎(chǔ)上,本研究在實驗組與對照組之間采取不同的教學策略。實驗組學生在完成活動任務(wù)之前給予學生評價量規(guī);對照組學生在完成活動任務(wù)之后給予學生評價量規(guī)。該課程的目的是解決教育問題并且為教育研究提供方法的課程。筆者通過訪談老師并且與團隊合作結(jié)合該課程的特點主要探究大學生的研究能力。因此在一學期結(jié)束之際筆者通過前后測數(shù)據(jù)對比分析技術(shù)支持的形成性評價教學對大學生研究能力的影響。并且在此基礎(chǔ)上探究給予評價量規(guī)的教學策略對大學生研究能力的影響。根據(jù)研究結(jié)果發(fā)現(xiàn):(1)技術(shù)支持的形成性評價教學能夠促進大學生學習投入度的提升;(2)自我效能感、學習動機、學習態(tài)度、教師因素、同伴因素以及其他因素(學校和家庭)對大學生學習投入度有顯著影響;(3)技術(shù)支持的形成性評價教學促進大學生研究能力的發(fā)展。
[Abstract]:The rapid development of mobile technology has brought great changes to people's lives. More scholars and educators hope that mobile technology can set off a frenzy in the field of education. Therefore, in recent years, more and more scholars study the change that mobile technology brings to education. The traditional teaching mode of higher education can no longer meet the learning needs of learners. The mobile learning model based on intelligent terminal can be used as an effective supplement and optimization of higher education, at the same time, Continuous formative evaluation is an effective method for students to acquire knowledge and skills. Effective formative evaluation can not only supervise and manage the learning process of students, but also help students to develop more effective learning strategies. It can improve the interaction between teachers and students and solve some problems existing in college classroom teaching. With the progress of science and technology, technology has brought profound changes to the field of educational evaluation, which has produced formative evaluation of technical support (Technology-Enhanced Formative Assessment). This study constructs a formative evaluation teaching model supported by technology and applies it in the course of Educational Technology Research method of Central China normal University. On the basis of reading literature, it is found that the degree of college students' learning investment has an important effect on their academic achievement. And according to the existing research found that the existing college students often play mobile phone above the classroom, "Phubber" phenomenon is more serious. Based on the question of "Phubber" in college classroom, this study explores the influence of formative evaluation teaching of technical support on the degree of college students' learning input, and on this basis, probes into the factors that affect the degree of college students' learning investment. On the basis of applying this model, different teaching strategies were adopted between the experimental group and the control group. The students in the experimental group were given the evaluation gauge before completing the activity task, and the students in the control group were given the evaluation gauge after the completion of the activity task. A course designed to solve educational problems and provide methods for educational research. The author mainly explores the research ability of college students by interviewing the teachers and cooperating with the team in combination with the characteristics of the course. Therefore, at the end of the semester, the author analyzes the influence of formative evaluation teaching on college students' research ability through the comparison of pre-and post-test data. On the basis of this, this paper explores the influence of teaching strategies on the research ability of college students. According to the research results: (1) formative evaluation of technical support teaching can promote the degree of college students' learning investment; (2) Self-efficacy, learning motivation, learning attitude, teacher factor, peer factor and other factors (school and family) have significant influence on the degree of college students' learning involvement; (3) formative evaluation teaching of technical support promotes the development of college students' research ability.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434

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