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摘要学习参与是混合式教学得以实现的前提条件，已有研究鲜有关注参与的过程。本研究运用内容分析法从行为、认知和情感三个方面对混合式教学中的学习参与进行实证分析，并得出了如下的结论：混合式教学中以线上学习参与为主，行为参与具有阶段性，不同的原因可能诱发不同性质的参与膨胀，线上线下的认知参与存在着差异，呈现出从浅层向深层逐步过渡的自组织过程，情感参与总体较为积极，存在着少量消极情绪，经历了从盲目到理智的转变，群体意识逐渐代替了个体意识。最后提出优化混合式教学中学习参与的策略，希望对后续研究有所裨益。50779
毕业论文关键词：混合式教学；学习参与；实证；学习分析
Empirical Study on Learning Engagement in Blended Teaching With the Perspective of Learning Analysis
Abstract
Abstract: Learning engagement is the precondition of realizing the blended teaching. However, few existing researches surrounding the learning engagement focused on the process of the learning engagement. From the behavior, cognitive and emotional, this paper made an empirical study about the learning engagement using the Content Analysis method. It draw the following conclusions: online learning engagement is the main part of blended teaching, and the behavior engagement is staged. Different reasons may induce different qualitative engagement dilation. There is some differences of the cognitive engagement between online and offline. Cognitive engagement presents the self-organization gradually transition process from the shallow to the deep. In general, most of the students’ emotion is relatively positive. But there is also a small amount of negative emotions. They have experienced the transition from blind to rational. The group consciousness gradually instead of inpidual consciousness. At the end, the article proposed some optimization strategies to improve the learning engagement in the blended teaching. Hopefully, it can be inspirational to the further research.
Keywords: Blended Teaching;Learning Engagement;Empirical Study;Learning Analysis
目录
摘要 III
目录 V
一 问题的提出 1
三 研究设计 2
1 课程简介 2
2 研究数据 2
3 研究方法及思路 2
4 分析框架 3
四 结果与讨论 4
1 行为参与分析 4
（1）线上学习行为参与分析 4
（2）课堂学习行为参与分析 6
2 认知参与分析 7
（1）线上学习认知参与分析 7
3 情感参与分析 12
五 结论和建议 14
1 研究结论 14
（1）以线上参与为主，行为参与具有阶段性。不同的原因诱发参与出现不同性质的膨胀。 14
（2）线上线下认知策略偏向存在差异，从无序到有序的自组织转变。 14
（3）认知层次不断深入，从浅层向深层逐步过渡。 15
（4）总体情感态度积极，存在部分跟风者与消极者。