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对分课堂教学效果的调查与研究——以大学课堂为例
发表时间：2018-02-11 浏览量：1793 下载量：384
| 全部作者： | 王雨晴，张民慧，何春红，祁喜鸿 |
| 作者单位： | 陕西师范大学心理学院；陕西师范大学外国语学院 |
| 摘 要： | 与传统课堂比较，对分课堂（presentation-assimilation-discussion，PAD）是一种新的课堂模式，其效果值得调查和研究。采用现场实验和教育行动研究法，对陕西某高校和山东某高校共291 名大学生参与一学期对分课堂教学的效果进行问卷调查研究。结果表明，认为对分课堂较好的学生人数显著多于认为传统课堂较好的学生人数。学生对于对分课堂中的教师讲授环节、自主内化吸收环节和讨论交流环节的认可度均较高，该课堂模式能较好地提升学生学习的热情和动力，培养学生的批判性思维能力。结合对分课堂教学实践和开放问题的探究分析，可以看出对分课堂中的讲授—内化—讨论环节、隔堂对分、当堂对分和“亮考帮”等操作方式效果良好，值得进一步在高校课堂中推广应用。 |
| 关 键 词： | 教育心理学；对分课堂；传统课堂；当堂对分；隔堂对分；亮考帮 |
| Title： | An investigation and research of PAD class effects: university class as a case study |
| Author： | WANG Yuqing, ZHANG Minhui, HE Chunhong, QI Xihong |
| Organization： | School of Psychology, Shaanxi Normal University; School of Foreign Languages, Shaanxi Normal University |
| Abstract： | Comparing with traditional class, presentation-assimilation-discussion (PAD) class is a new class model and its teaching effect is worth to be investigated. This study is designed according to the method of field experiment and educational action research, in which 291 college students who come from Shaanxi and Shandong participated in the PAD class for a whole semester and completed the questionnaires of PAD class at the end of the term. The results showed that the number of students who considered PAD class is better than traditional class was significantly higher than the number of students who considered traditional class is better. Students gave very high evaluations on the process of teacher’s presentation, students’ assimilation and discussion. They thought all of these processes could improve themselves enthusiasm and initiative of learning, and could help to develop their critical thinking. From the PAD teaching practice and the answers of students to the open-ended questions, we concluded that the process of teacher’s presentation, students’ assimilation and discussion, PAD in the different classes, PAD in the same class and highlight-testing-helping were worth to be applied in university class. |
| Key words： | educational psychology; presentation-assimilation-discussion (PAD) class; traditional class; PAD in the same class; PAD in different classes; highlight-testing-helping |
| 发表期数： | 2018年2月第3期 |
| 引用格式： | 王雨晴，张民慧，何春红，等. 对分课堂教学效果的调查与研究——以大学课堂为例[J]. 中国科技论文在线精品论文，2018，11（3）：310-317. |
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