“双师”初中英语课堂学生教学存在感知及学习投入调查
A Survey on Students’ Perception of Teaching Presence and Learning Engagement in a “Double-Teacher” Junior High School English Classroom
摘要: 本次“双师”教学模式调查研究综合运用问卷与访谈收集并分析相关数据，揭示了学生对初中英语“双师”教学中教师教学存在及自身学习投入的感知情况。研究发现，学生对线上主讲教师的教学存在感知水平较高，认为其在教学组织、课堂交流、学习指导等方面表现出色，而对线下辅助教师的辅导答疑感知尤为突出。学习投入方面，学生整体水平处于中等偏上，但认知投入相对较低。此外，不同年级和性别的学生在教学存在感知和学习投入上存在差异。相关性分析显示，线上与线下教学存在、学习投入之间具有显著相关性。本研究基于建构主义学习理论，为优化“双师”教学模式提供了实证依据，并提出相应教学建议。
Abstract: This study on the “dual-teacher” teaching model employed a comprehensive approach combining questionnaires and interviews to collect and analyze data, revealing students’ perceptions of teachers’ teaching presence and self-learning engagement in a junior high school within this framework. The findings indicate that students demonstrate high awareness of online instructors’ instructional quality, particularly recognizing their excellence in lesson organization, classroom interaction, and academic guidance. Conversely, students show heightened awareness of offline teaching assistants’ tutoring and Q&A support. While overall learning engagement levels remain above average, cognitive engagement remains relatively low. Significant differences in both instructional perception and learning engagement were observed across different academic years and genders. Correlation analysis revealed a strong positive correlation between online/offline teaching formats and learning engagement. Grounded in constructivism learning theory, this research provides empirical evidence for optimizing the “dual-teacher” model and proposes corresponding pedagogical recommendations.
文章引用：蒋晶晶. “双师”初中英语课堂学生教学存在感知及学习投入调查[J]. 教育进展, 2025, 15(11): 795-808. https://doi.org/10.12677/ae.2025.15112102

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