信息化背景下高职英语课堂互动现状、问题及优化路径——基于超星学习通的实证分析

Current Status, Problems and Optimization Paths of Classroom Interaction in Higher Vocational English Classes under the Background of Informatization—An Empirical Analysis Based on Chaoxing Xuexitong

摘要: 信息技术拓展了高职英语课堂互动方式，但其能否转化为高质量互动仍需实证检验。本研究以四川文化传媒职业学院两个自然班为对象，结合超星学习通16周后台记录与91份有效问卷，从平台功能、参与结构、互动体验和评价反馈四个维度分析课堂互动现状。结果显示，平台应用主要停留在签到、选人等管理性和浅层互动层面，讨论、随堂练习与分组任务等深层功能尚未使用；公开表达机会供给有限，学生参与受到语言焦虑、性格及网络设备等因素影响；评价方式以零散积分为主，发展性反馈不足。据此，研究提出分层互动任务、分组轮动、渐进式表达设计和双轨反馈等优化路径，为高职英语信息化互动设计提供情境化参考。

Abstract: Information technology has expanded classroom interaction in higher vocational English teaching; however, whether technology integration translates into high-quality interaction warrants empirical investigation. Drawing on a 16-week study of two natural classes at Sichuan Vocational College of Culture and Communication, this research combines backend logs from the Chaoxing Xuexitong platform with 91 valid questionnaires to analyze classroom interaction across four dimensions: platform functions, participation structures, interactive experiences, and evaluative feedback. The findings reveal that platform usage remains predominantly administrative and low-level (e.g., attendance check-ins and random call-outs), while higher-order functions—such as discussions, in-class practice, and group tasks—remain underutilized. Furthermore, opportunities for public expression are scarce, with student participation constrained by language anxiety, personality traits, and technical limitations. Evaluation relies heavily on occasional point rewards, lacking constructive, developmental feedback. Based on these insights, this study proposes layered interaction tasks, rotational grouping, progressive expression design, and a dual-track feedback mechanism, offering tailored implications for technology-supported interaction in higher vocational English contexts.