翻转课堂教学模式下学生感知影响因素分析——基于大学数学教学的实证研究

Analysis on the Influencing Factors of Students’ Perception in the Flipped Classroom Teaching Mode—Empirical Research Based on University Mathematics Teaching

摘要: 翻转课堂采用多元化、多维度的模式对教学质量进行整体评估，为学生提供多样化互动协作学习模式。本文以大学数学教学为例，实证分析翻转课堂教学模式下学生感知影响因素。在学习风格模型基础上，结合学生的知识迁移能力，划分出学习风格和协作组织能力缺失两个维度，探讨处理积极性这一单项测量度对学生感知稳定性的影响，并研究其余前置测量度之间的逻辑关联，最后，将各项测量度放入结构方程模型中进行测验。研究表明：1) 学生在翻转课堂教学模式上产生的处理积极性是影响两个维度中的关键因素，不同维度的学习风格对处理积极性产生的强弱影响互异，而协作处理能力缺失较学习能力显著负向影响其处理积极性；2) 学生经过持续学习所产生不同层次的理解也会间接性正向影响处理积极性。

Abstract: Flipped classroom adopts a diversified, multi-dimensional model to assess the overall teaching quality, and provides students with a diversified interactive collaborative learning model. This article takes university mathematics teaching as an example to empirically analyze the influencing factors of students’ perception under the flipped classroom teaching mode. On the basis of the learning style model, combined with the students’ knowledge transfer ability, the two dimensions of learning style and the lack of collaborative organization ability are divided, the influence of the single measure of processing enthusiasm on the stability of students’ perception is explored, and the remaining pre-measures are studied. Finally, put the various measures into the structural equation model for testing. Research shows that: 1) The processing enthusiasm of students in the flipped classroom teaching model is the key factor affecting the two dimensions. The learning styles of different dimensions have different effects on the processing enthusiasm, and the lack of collaborative processing ability is more effective than learning. Ability significantly negatively affects their processing enthusiasm; 2) Different levels of understanding produced by students through continuous learning will also indirectly positively affect their processing enthusiasm.