文章摘要
研究生培养中工作室模式团队集体效能感研究——对一个多门MOOC课程建设项目团队的个案分析
Research on Collective Sense of Efficacy of Teacher-Student Team in Studio Mode in Postgraduate Education: A case study of a multi-MOOC curriculum construction project team
投稿时间:2020-12-12  
DOI:10.19834/j.cnki.yjsjy2011.2021.04.06
中文关键词: 师生课程建设团队;研究生培养;集体效能感;工作室模式
英文关键词: Teachers-students curriculum construction team;postgraduate education;collective sense of efficacy;studio mode
基金项目:
作者单位
李文超 北京大学 教育学院, 北京 100871 
王宇 国家开放大学 教育教学部, 北京 100039 
汪琼 北京大学 教育学院, 北京 100871 
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中文摘要:
      导师带领学生共同建设一门本专业的在线课程,同时培养学生的专业能力,这是目前国内高校在建设"金课"过程中常采用的一种方式。关注师生课程建设团队的集体效能感,对于确保课程建设目标的实现以及达成学生培养效果等都具有重要的现实意义。本研究针对"师生课程建设团队的集体效能感是如何形成和变化的"这一问题,采用质性研究方法,对一个师生团队在三门MOOC课程开发过程中的不同表现进行对比分析,结果发现:在师生课程建设团队中,任务情境、个体属性、群体结构与集体效能感相互作用,并最终对培养效果产生影响。具体来看,任务情境主要包括课程主题、项目时间安排等,个体属性包括能力与相关经验、个人动机、自我效能感等,群体结构则包括成员互动、群体行为、领导者风格等。三门课程的开发实践表明:过于追求标准化的分层培养可能会挫伤学生的创新积极性,而培养学生的快速学习能力并帮助其建立学术自信则有利于提高工作室培养模式的成效。
英文摘要:
      That a supervisor leads students to jointly build an online course of their own major and at the same time cultivates the professional abilities of the students is a common approach for the construction of "golden courses" in domestic universities, and it is of great practical significance to pay attention to the collective sense of efficacy of the teacher-student curriculum construction team so as to ensure the realization of curriculum construction and to achieve the objective of student cultivation. With the focus on the question of "how does the collective sense of efficacy of a teacher-student curriculum construction team form and change", this research adopts the qualitative study approach and compares the different performances of the three MOOC courses a curriculum construction team has built in two consecutive years. The results of the comparison show that: In the teacher-student curriculum construction team, the task context, individual attribute, group structure and the collective sense of efficacy interact each other and finally influence the student cultivation effect. Specifically, the task context mainly consists of course theme and project schedule; the individual attribute includes ability, relevant experience, individual motivation and self-efficacy; and the group structure encompasses member interaction, group behavior and the style of the group leader. The development practice of the three courses shows that: excessive pursuit of standardized hierarchical training may frustrate students' initiative of innovation, while the efforts taken to cultivate students' quick learning ability and help them build academic confidence are conducive to improving the effect of the studio training mode.
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