《多因素实验设计》课程教学形式改革——基于同辈支持互动方式
Reforming the Teaching Format of the Course “Multifactor Experimental Design”—Based on Peer Support Interaction
DOI: 10.12677/ae.2026.16112413, PDF,    科研立项经费支持
作者: 赵黎明*, 方明芝：天津师范大学心理学部，天津
关键词: 同辈支持；多因素实验设计；教学改革；Peer Support； Multifactor Experimental Design； Teaching Reform
摘要: 为提升《多因素实验设计》课程教学效果并激发学生的学习主体性与创造性思维，本研究引入同辈支持互动教学模式，面向93名大三学生开展教学改革实践。借助自编问卷从课堂氛围、主体性和创造性等维度进行测评，结果发现同辈支持氛围能够明显促进学生的创造性思维与学习主体性，且该模式在师范班与创新班中都表现出良好的适用性。总体来看，同辈支持互动教学能有效改善课堂氛围，推动学生主动参与和创新发展，为实验设计类课程改革提供参考。
Abstract: To enhance the teaching effectiveness of the course “Multifactor Experimental Design” and to stimulate students’ learning subjectivity and creative thinking, this study introduced a peer support interactive teaching model and carried out a teaching reform practice with 93 third-year undergraduate students. A self-designed questionnaire was used to evaluate dimensions such as classroom atmosphere, subjectivity, and creativity. The results indicated that a peer support atmosphere significantly promoted students’ creative thinking and learning subjectivity, and that the model showed good applicability in both teacher-training classes and innovation classes. Overall, peer support interactive teaching can effectively improve the classroom atmosphere, encourage students’ active participation and innovative development, and provide a reference for the reform of experimental design courses.
文章引用：赵黎明, 方明芝. 《多因素实验设计》课程教学形式改革——基于同辈支持互动方式[J]. 教育进展, 2026, 16(11): 532-541. https://doi.org/10.12677/ae.2026.16112413

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