【作者】 郑家宝（CHENG KA PO SHIRLEY）；

【导师】 陈佑清；

【作者基本信息】 华中师范大学， 课程与教学论， 2024， 博士

【副题名】以香港小学语文阅读教学为例

【摘要】 从20世纪到21世纪的教育,最大的转变是由以知识和成绩主导的教育,转向以个人能力发展为取向。导致这种转变的一个关键促发点是信息科技运用的普及,随着计算机及互联网的发展,个性化教学应运而生,再发展成适应性学习(Adaptive Learning),以照顾个人化的学习需要。市场上五花八门的学习平台,标榜能以人工智能作支持,为学习者量身定做适合个人的学习进度,提供实时学习反馈。有鉴于现存的研究多集中在系统模型设计,研究对象集中于高中甚至大专学生,因此本论文以基础教育为场景,探讨在适应性学习系统协助下,小学语文阅读教学如何从教师讲授为中心,调整到以学生学习为中心。 本论文以学习中心教学为理念,把教学的重心放在学生学习的过程上。从教学时空占用、教学决策依据、学与教的先后次序及教学评价标准等维度,反思传统讲授中心教学不足之处;并以“少教多学”、“以学定教”、“先学后教”及“以学论教”作为学习中心教学过程的特征表现。同时,引入香港特别行政区教育局(下称“香港教育局”)开发的学生适应性学习系统——“适学网”于教学过程中,让学生在课前利用“适学网”进行个人线上学习,教师再利用平台上所反映学生学情的数据,基于学情设计课堂上的小组互学及全班共学。 本研究分为三大阶段,每个阶段研究的问题及得出的结论是: (一)研究方向及题目探究。透过研读国内外有关“学习中心教学”和“适应性学习”的文献,发现两者存在相通之处,同样需要学生主动投入才能有效操作。可是学生怎样学取决于教师对教学过程的信念和设计,因而涉及教学过程变革。 “适应性学习”随着数字化学习而演变,市场上出现林林总总的适应性学习信息系统,包括香港教育局官方开发的“适学网”,这些系统基于现代信息技术,利用人工智能和在线学习平台,按学生学习能力及学习需求推送学习资源,并给予学习评价的学习系统,对学习中心教学具有突出的支持作用。综合以上因素,本论文选定“适应性学习系统支持学习中心教学”为研究方向。 (二)教学范式问卷调研。要在香港小学中国语文阅读教学上进行“适应性学习系统支援学习中心教学”的研究,先要了解香港小学中国语文教师在阅读教学上的现况。笔者于是以学习中心教学为框架,邀请来自不同小学的语文教师进行焦点小组访谈,探讨以下六个问题:(1)学校对教师的阅读教学有什么具体要求?(2)教师如何安排学生的个人学习?(3)教师如何安排学生的小组互学?(4)教师如何安排学生的全班共学?(5)课堂后,教师会如何安排学生的延伸学习?(6)教师希望学生通过阅读教学达到怎样的学习效果? 笔者随后参照《学习中心教学论》及《学习中心教学的学校行动研究》拟订问卷,并从教学过程中学生学习的针对性、能动性、多样性、选择性和师生角色五个维度进行调查。结果发现:不足一半填写问卷的香港小学语文教师会根据学生的学情决定教学目标、内容、进度或评价,大多数教师的教学以教科书为依据,未有了解每个学生的学习条件和差异。调研其他数据亦显示教学过程的针对性、多样性和选择性不足。此外,超过一半填写问卷的教师倾向以直接教授的手法向学生输入知识,在教学过程中师生于课堂活动的时间比例,教师讲授占课堂七成时间或以上,可见课堂依然是教师中心导向,学生主要处于静听的被动学习状态,学生的学习能动性多少会受到影响。 (三)行动研究。本论文的行动研究分为两个阶段,在两所香港小学进行,以陈佑清教授的“学习中心教学”理论为基础,以香港教育局开发的适应性学习系统“适学网”为手段,探讨以下三个问题:(1)在香港小学语文阅读学习的场景下,“学习中心教学”的教学目标、教学内容、教学流程、教学评价及师生角色如何操作?(2)在香港小学语文阅读学习的场景下,“适学网”如何配合“以学习为中心教学”操作?(3)学生在“学习中心教学”范式下学习效能有何改变? 通过在两个学校的行动研究,最終建立一个以适应性学习系统支持的学习中心教学模型。在该模型中,教学目标、教学内容、教学流程、教学评价及师生角色贯穿整個學習流程,涵盖课堂前的预习及课堂后的延伸。课堂前透过“适学网”让学生进行个人学习,掌握基本的知识点,教师课堂前透过读取系统提供的数据,掌握学生学情,设计课堂教学方案。课堂中要调动学生的学习能动性,投入参与小组互学,课堂时间主要由学生参与学习活动,教师观察学生学习情况,加以点拨,适时评价,需要时以全班共学进行归纳及巩固。课堂后学生按自己的学习情况,在适应性学习系统进行线上延伸学习。 行动研究发现学生能透过“适学网”于课堂前进行个人学习,掌握知识点,让全班的知识起步点更接近;教师利用从“适学网”所得的数据来订定教学目标、教学内容及流程,课堂中的小组互学的教学目标及内容更有针对性;从系统提供的数据中,教师能更准确了解学生的学情,在课堂的设计中能让学生的学习行为更具多样性和选择性;课堂上教师讲学的时间减少,学生参与学习活动的时间增加,所以学习能动性亦有提升。 透过行动研究印证纵然在基础教育阶段,适应性学习系统支持的“学习中心教学”能有效提升学生的学习效能。研究还发现,此教学模式对有特殊学习需要的学生尤其有效。希望本论文可以为小学教师应用学习中心教学和适应性学习系统提供借鉴和参考。更多还原

【Abstract】 The biggest transformation in education from the 20 th century to the 21 st century was from knowledge and achievement oriented education to a focus on individual ability development.The driving point of this change is the popularization of information technology.With the development of computers and the Internet,personalized teaching came into being,and then developed into adaptive learning to take care of personalized learning needs.There are various learning platforms on the market that boast the support of artificial intelligence,tailoring personalized learning progress for learners and providing real-time learning feedback.Given that existing research mainly focuses on system model design,with a focus on high school and even college students,this paper takes basic education as a scenario and explores how,with the assistance of adaptive learning systems,primary school Chinese reading teaching can shift from teacher centered instruction to student-centered learning. This paper takes learning centered teaching as its philosophy,focusing on the process of student learning.Reflecting on the shortcomings of traditional teaching centers from the dimensions of teaching time and space occupation,teaching decision-making basis,the order of learning and teaching,and teaching evaluation standards;And the characteristics of the learning centered teaching process are "teaching less and learning more","teaching based on learning","learning first and teaching later",and "teaching based on learning".At the same time,the student adaptive learning system developed by the Education Bureau of the Hong Kong Special Administrative Region(hereinafter referred to as the "HKEDB"),the "Learning Adaptation Network",is introduced in the teaching process.Students are allowed to use the "Learning Adaptation Network" for personal online learning before class,and teachers use the data reflected on the platform to design group learning and whole class learning in the classroom based on the learning situation. This study is divided into three stages,and the questions studied and the conclusions drawn in each stage are: (1)Research direction and topic exploration.Through studying literature on "Learningcentered Teaching" and "Adaptive Learning" both domestically and internationally,it was found that there are similarities between the two,and students need to actively engage in order to operate effectively.But how students learn depends on the teacher's beliefs and design of the teaching process,thus involving changes in the teaching process. "Adaptive Learning" has evolved with digital learning,and there are various "Adaptive Learning Systems" on the market,including the "Go Adaptive" officially developed by the HKEDB.These systems are based on modern information technology,use artificial intelligence and online learning platforms,push learning resources according to students' learning abilities and needs,and provide learning evaluations.Learning systems have a prominent supporting role in learning center teaching.Based on the above factors,this paper chooses "Adaptive Learning System Supporting Learning Center Teaching" as the research direction. (2)Questionnaire survey on teaching paradigms.To conduct research on "adaptive learning system supported learning center teaching" in Chinese language reading teaching in Hong Kong primary schools,it is necessary to first understand the current situation of Chinese language teachers in reading teaching in Hong Kong primary schools.The author then invited Chinese language teachers from different primary schools to conduct focus group interviews within the framework of learning center teaching,exploring the following six questions:(1)What specific requirements do schools have for teachers' reading teaching?(2)How do teachers arrange personal learning for students?(3)How do teachers arrange group learning for students?(4)How do teachers arrange for students to learn together in the whole class?(5)How will teachers arrange for students to extend their learning after class?(6)What learning outcomes do teachers hope students can achieve through reading instruction? Subsequently,the author referred to the Learning-centered Teaching Theory and the School Action Research on Learning-centered Teaching to develop a questionnaire,and conducted a survey from the perspective of teachers from the five dimensions of pertinence,agency,diversity,selectivity,and teacher-student roles in the teaching process.It was found that less than half of Hong Kong primary school Chinese language teachers who filled out questionnaires would determine teaching objectives,content,progress,or evaluation based on their students' learning situation.Most teachers' teaching was based on textbooks and did not understand the learning conditions and differences of each student.Research on other data also shows that the teaching process lacks specificity,diversity,and selectivity.In addition,more than half of the teachers who fill out questionnaires tend to input knowledge to students through direct teaching methods.During the teaching process,the proportion of time spent by teachers and students in classroom activities is 70% or more,indicating that the classroom is still teacher centered,and students are mainly in a passive learning state of listening,which will affect their learning initiative to some extent. (3)Action research.The action research of this paper is divided into two stages,conducted in two primary schools in Hong Kong.Based on the theory by Professor Chen You Qing of "Learningcentered Teaching" and using "Adaptive Learning Systems" as a means,it explores the following three questions:(1)How to operate the teaching objectives,teaching content,teaching process,teaching evaluation,and teacher-student roles of "Learning-centered Teaching" in the context of Chinese reading learning in Hong Kong primary schools?(2)How does the "Go Adaptive" cooperate with the "Learning-centered Teaching" operation in the context of Chinese reading learning in primary schools in Hong Kong?(3)How have students changed their learning effectiveness under the "Learning-centered Teaching" paradigm? Through action research in two schools,a learning center teaching model supported by an adaptive learning system was ultimately established.In this model,teaching objectives,teaching content,teaching process,teaching evaluation,and teacher-student roles run through the entire learning process,covering pre class preview and post class extension.Before class,students are encouraged to engage in personal learning through the "Go Adaptive" to master basic knowledge points.Teachers read the data provided by the system to grasp the student's learning situation and design classroom teaching plans.In the classroom,it is necessary to mobilize students' learning initiative and participate in group learning.Classroom time is mainly for students to participate in learning activities.Teachers observe the learning situation of students,provide guidance,and evaluate them in a timely manner.If necessary,the whole class should learn together to summarize and consolidate.After class,students can engage in online extended learning through an adaptive learning system based on their own learning situation. Action research has found that students can use adaptive learning systems to engage in personal learning before the classroom,master knowledge points,and bring the knowledge starting point of the entire class closer;Teachers use data obtained from adaptive learning systems to set teaching objectives,content,and processes,making group learning in the classroom more targeted;From the data provided by the system,teachers can have a more accurate understanding of students' learning situations,and in classroom design,students can have more diverse and selective learning behaviors;The teacher's lecture time in the classroom is reduced,and the time for students to participate in learning activities is increased,so the learning initiative is also improved. Through action research,it has been confirmed that even in the basic education stage,"learning centered teaching" supported by "Adaptive Learning Systems" can effectively improve students' learning efficiency.The study also found that this teaching model is particularly effective for students with special learning needs.I hope this paper can provide reference and inspiration for primary school teachers to apply learning center teaching and adaptive learning systems.更多还原