作 者：王义玮 龚少英[1,2] 李佳蔚[1,2] 柴晓运[3] WANG Yi-wei, GONG Shao-ying, LI Jia-wei, CHAI Xiao-yun （1. The Key Laboratory of Youth Network Psychology and Behavior Attached to the Minlstryof Education,Wuhan,Hubei 430079; 2. College of Psychology, Central China Normal Unlversity, Wuhan, Hubel 430079;3. Center fop Psychological Health and Education,Hubei University of Automotive Technology, Shiyan, Hubei 442017） 机构地区：[1]教育部青少年网络心理与行为重点实验室,武汉430079 [2]华中师范学院心理大学暨湖北省人的发展与心理健康重点实验室,武汉430079 [3]湖北汽车工业大学心理健康教育中心,湖北十堰442017 出 处：《教师教育论坛》2017年第1期83-89,共7页Journal of Higher Correspondence Education（Philosophy and Social Sciences） 基 金：基金项目：教育部人文社科项目（13YJA190005）、湖北省高校教研项目”基于网络的小组协作学习模式探索”（2017081）、中央高校基本科研业务费重大科研培育项目：青少年网络行为动机模型与干预技术探讨（CCNU11C01105）. 摘 要：微博是随着科学技术与网络的发展而兴起的一种流行的社交媒体，其在教育中的运用不断受到教育者们的重视。本探讨采用多种措施，通过对一名日本外教及其学生在微博环境下的交流互动活动进行略论与探讨，研讨了在微博环境下，师生是如何进行交流互动的，又是如何促进日语的教与学的。文章首先采用质性探讨，对课程期间外教微博上师生的交流内容进行内容略论，日语毕业论文，发现通过微博，教师为学生提供了工具性（学业）和情感性的支持，使学生的学习动机得到激发，能够从认知、情感等多方面促进学生的学习活动，构建亲密友好的师生联系。然后使用问卷对学生使用微博与教师进行互动的情况及感受（主要包括“微博对课程的益处的感受”及“个人投入和满意度”两方面）进行了调查，结果发现，学生在“微博给课程所带来的益处的感受”和“个人投入及满意度”上的得分在中等偏上，但是通过微博与教师进行过互动的学生比没有互动过的学生在两个方面上具有显著异同，互动过的学生报告受益更多，个人投入和满意度更高。同时还发现，大二学生比起大三学生在这两个方面的感受更积极。总之，将微博作为传统课堂的辅助工具，通过师生互动交流，日语论文，有助于相关课程及语言的学习。Micro-blog is one of new popular social intercourse media with the development of tech- nology and internet, the use of which in education has caused educators great attention. This research uses many kinds of methods, through the analysis and study of the interaction between a Japanese teacher and his students interaction in micro-blog environment, discusses how teachers and students interact with each other and how to promote the Japanese teaching and learning in the micro-blog envi- ronment. First, through using qualitative research to analyze the content of micro-blog communica- tion, we discover that teachers and students build a close and friendly relationship： teachers provide students with instrumental and emotional support; students receive stimulation of learning motiva- tion, cognition, emotion, and many other learning activities. Then we use the questionnaire to con- duct a survey about the students＇ feeling by using micro-blog （including ＂ the benefits to course through micro-blog＂ and ＂personal commitment and satisfaction＂）, and the result shows that the students who communicate with teachers by micro-blog get more satisfactory results in ＂the benefits to course through micro-blog＂ and ＂individual investment and the degree of satisfaction＂ than those students who have not interaction with teachers. It also shows that sophomore students in both areas are more active than junior students. In short, we can take micro-blog as an auxiliary tool for tradi- tional classroom, and the interaction between teachers and students may contribute to related courses and language learning. 关 键 词：微博 师生互动 日语教学 分 类 号：G642.0[文化科学—高等教育学;文化科学—教育学] |
