线上教学行为数据视角下教师分群特征与教学效果关联研究

Research on Correlation between Teachers’ Group Characteristics and Teaching Effect from the Perspective of Online Teaching Behavior Data

摘要: 本研究基于线上教育数据和对教师的问卷调查，探讨教师分群的教学特点和教学效果。通过因子分析提取出课堂参与、教学能力、工作态度和师生互动四大核心因子，结合K均值聚类识别出六类教师亚群体。数据显示：积极投入型(8.3%)的教学能力明显强于一般水平型(22.7%)、缺乏热情型(16.4%)和缺乏投入型(27.2%)等亚群体，严谨负责型(15.3%)非常注重工作态度，踏实肯干型(10.1%)则表现出高互动特征。问卷分析表明教学经验、课程设计能力以及对线上教学资源的有效利用对提升教学效果至关重要。研究揭示教师需通过教学内容动态化建设、教学方法的场景适配和教学交流的精细化实施三大路径优化教学。

Abstract: This study is based on online education data and teacher questionnaires, exploring the teaching characteristics and effectiveness of teacher subgroups. Through factor analysis, four core factors were extracted: classroom participation, teaching ability, work attitude, and teacher-student interaction. Combined with K-means clustering, six teacher subgroups were identified. Data shows that the “Actively Engaged” type (8.3%) has significantly stronger teaching ability than the “Average” (22.7%), “Low Enthusiasm” (16.4%), and “Low Engaged” (27.2%) sub-groups. The “Rigorous and Responsible” type (15.3%) places great emphasis on work attitude, while the “Hardworking” type (10.1%) exhibits high interaction characteristics. Questionnaire analysis indicates that teaching experience, curriculum design ability, and effective utilization of online teaching resources are crucial for improving teaching effectiveness. The study reveals that teachers need to optimize teaching through three key pathways: active construction of teaching content, scenario adaptation of teaching methods, and refined implementation of teaching communication.