教师特征对小学生英语在线教育的学生参与度及学习效果的影响
文献类型：学位论文
| 作者 | 皮玲莉 |
| 答辩日期 | 2023-06 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 张警吁 |
| 关键词 | 教师特征 在线教育 学生参与度 学习效果 多层线性模型 |
| 学位名称 | 理学硕士 |
| 学位专业 | 应用心理学 |
| 其他题名 | The impact of teacher characteristics on student participation and performance in online English learning for primary school students |
| 中文摘要 | In any era, high-quality educational resources are scarce. With the popularization of Internet technology, online education has become an important method to improve the quality of people, as it can significantly improve the ability of ordinary people to break through time and space limitations and obtain educational resources at a lower cost. It has developed rapidly in recent years. However, existing research mainly focuses on adult online education, and it has been found that compared to traditional offline education, online education typically has lower participation rates and poorer performance. In order to further promote the development of online education, it is necessary to deeply explore the relevant factors that affect student participation and performance. Existing research on adults suggests that factors such as students, teachers, teaching methods, and platform characteristics may all affect student participation and study performance. However, whether these conclusions are applicable to online education for children remains to be tested. Because teachers are not only the focus of the development of educational institutions in practice and the main concern for parents to choose schools, but also the most influential and promotable factor on the teaching process pointed out in the literature. Therefore, this article intends to systematically study the impact of teacher characteristics on the student participation rate and study performance of online education for primary school students. This thesis is divided into three parts. Research 1 combines literature analysis, teacher interviews, and questionnaire surveys to extract and identify key teacher features that may affect the performance of online education for primary school students. Firstly, based on literature analysis, some teacher characteristics were extracted. Secondly, through the interviews with 16 senior online education teachers, a preliminary set of teacher characteristics including 20 indicators was formed. Finally, 45 online education teachers were invited to select the most important 3-5 indicators from these 20 indicators, and it was found that 12 teacher characteristics, including professional ability, humor, friendliness, and physical attractiveness, were considered the most important teacher characteristics. Study 2 developed an evaluation method based on classroom teaching videos, focusing on the 12 teacher characteristics extracted from Study 1 and referencing the IFIRS video encoding method. The method was used to evaluate 76 online education teachers in a famous online education company, and the results showed that the method had good reliability and validity. In terms of reliability, the score consistency coefficients of the three coders are all greater than 0.80. In terms of validity, the score of this evaluation method is significantly correlated with the scoring system used within the educational institution, and with important indicators such as overall student attendance rate and homework full score rate recorded on the online teaching management platform for each teacher's class. Study 3 further delved into classroom record data for all classes taught by these 76 teachers throughout the academic year (including 219 courses, totaling 3285 class hours). Using Hierarchical Linear Model (HLM), we analyzed how teacher characteristics affect the vertical development of student participation (based on the attendance and completion rate of the class) and study performance (based on the full score rate of homework) at the class level throughout the whole learning cycle. The results showed that the professional ability and physical attractiveness of teachers can significantly improve the student participation throughout the entire stage; The higher the attractiveness of a teacher's appearance, the better the study performance of students. |
| 英文摘要 | 在任何时代，优质教育资源都是稀缺的。随着互联网技术普及，在线教育因其能够使普通人突破时空限制、以较低成本获取优质的教育资源，进而成为一种提高国民素质的重要方法，并在近年来得到了迅猛的发展。但是，相比于传统线下教育，在线教育通常有更低的参与度和更差的学业表现。为了进一步推动在线教育的发展，有必要深入探明影响学生参与程度以及学习效果的有关因素。 现有的研究主要集中于成人在线高等教育，研究表明，学生、教师、教学方法和平台特征等因素都可能影响学生的参与程度和学习效果，但这些结论是否适用于小学生在线教育还有待检验。因为教师既是现实中教育机构发展的工作重点和家长择校的主要原因，又是文献中指出的对教学过程影响最大的因素，所以本文拟系统研究教师特征对儿童在线教育学生参与度和学习效果的影响。 本文分为三个部分。研究1结合文献分析、教师访谈和问卷调查，对可能影响小学生在线教育效果的关键教师特征进行提取和鉴别。首先，基于文献分析，提取了部分教师特征;其次，通过对16位资深在线教育教师进行访谈，初步形成了包括20个条目的教师特征。最后，邀请45名在线教育老师从这20项指标中选出最重要的3-5项指标，最后发现专业能力、幽默有趣、亲和亲切、外表吸引力等12项特征被认为是最重要的教师特征。 研究2围绕研究1提取的12项特征，参考IFIRS视频编码方法，开发了一套基于课堂教学录像的评估方法。用该方法对某K12在线教育机构76名小学在线英语教师进行了评估，结果发现该方法具有良好的信效度。信度方面，三名编码者的评分一致性系数均大于0.80。效度方面，该评估方法的得分与该教育机构内部使用的评分系统有显著相关，并与在线教学管理平台记录中每个老师所教班级的学生总体出勤率和作业满分率等重要指标具有显著相关。 研究3进一步深入获取了这76名教师在一学年中所有教授班级的全阶段课堂记录数据(包括219门课程，共计3285节课时)。采用多层线性模型(HLM) ,分析了教师特征如何影响班级水平的课程参与度(以该堂课出勤完课率作为指标)和学习表现(以作业满分率作为指标)在整个学习周期中的纵向发展。结果发现，教师的专业能力和外貌吸引力能够显著提升整个阶段中的学生参与度;教师外表吸引力越高，学生的学习效果越好。 本研究提出了一套小学生在线教育教师特征的评估方法，并利用实际课堂记录数据，定量分析影响教学效果的有关因素，研究结果将有利于进一步推动我国在线教育事业的发展。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/46671]  |
| 专题 | 心理研究所_社会与工程心理学研究室 |
| 推荐引用方式 GB/T 7714 | 皮玲莉. 教师特征对小学生英语在线教育的学生参与度及学习效果的影响[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
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