Under the background of educational transformation in the 21st century, the promotion of deep learning has been paid more and more attention, among which high-quality teaching interaction is considered as the key to enhance students' deep learning. Smart classroom environment provides support for interactive teaching and deep learning. In this paper, a variety of technology-supported teaching interaction strategies are implemented in the smart classroom based on cloud. With the help of multimodal data analysis techniques, including data collection, correlation analysis, variance analysis, covariance analysis, regression analysis, etc., the interaction between teaching interaction and deep learning is discussed, and it is found that: (1) Different levels of teaching interaction have a significant impact on deep learning. The level of deep learning, curriculum knowledge and thinking in the high-level group of teaching interaction is significantly higher than that in the low-level group of teaching interaction; (2) The three deep cognitive processing behaviors of "application", "analysis" and "evaluation" have significant predictive power for deep learning. "Application" and "analysis" behaviors can significantly predict learners' deep learning level, while "application" and "evaluation" behaviors can significantly predict learners' curriculum knowledge level and thinking level.
Key words
multimodal data /
instructional interaction /
cognitive processing behavior /
deep learning
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
References
[1] 何克抗.深度学习:网络时代学习方式的变革[J].教育研究,2018(5):111-115.
[2] 陈蓓蕾,张屹,等.智慧教室中的教学交互促进大学生深度学习研究[J].电化教育研究,2019(3): 90-97.
[3] 杨小微. 以高质量发展理念推进教育现代化[J].教育发展研究,2021,41(3):3.
[4] 李松林,杨爽.国外深度学习研究评析[J].比较教育研究,2020,42(9):83-89.
[5] 马如霞,王陆,彭玏.大数据的知识发现:促进课堂深度学习的策略[J].电化教育研究,2022,43(5):84-91+108.
[6] 祝智庭,彭红超.深度学习:智慧教育的核心支柱[J].中国教育学刊,2017(5):36-45.
[7] BIGGS J.Individual differences in study processes and the quality of learning outcomes[J].Higher Education,1979,8(4):381-394.
[8] 康淑敏. 基于学科素养培育的深度学习研究[J].教育研究,2016(7):111-118.
[9] American Institutes for Research.The study of deeper learning: opportunities and outcomes (Student Survey Documentation)[R].Washington,DC,2016.
[10] 吴林静,李雅洁,马鑫倩,等.基于有意义联结策略的在线协作会话模型构建及实证研究[J].现代远距离教育,2025(1):68-76.
[11] 吕林海,龚放.中美研究型大学本科生深层学习及其影响机制的比较研究——基于中美八所大学SERU调查的实证分析[J].教育研究,2018(4):111-120.
[12] 薛耀锋,王坤,邱奕盛,等.基于多模态数据的在线学习认知负荷评估[J].现代教育技术,2024,34(03):79-88.
[13] 范福兰,李韩婷,戚天姣,等.基于多模态数据的大学生认知深度评价框架构建及应用[J].现代远距离教育,2023(3):57-65.
[14] 张利钊,杜旭,李浩,等.基于多模态数据的学习投入评估方法分析[J].电化教育研究,2022,43(10):72-78.
[15] 辛俊丽,李永宏,王小平.线上线下协同教学和多模态数据评价体系[J].大学物理,2023,42(2):52-58+65.
[16] WANG S M, HOU H T, WU S Y.Analyzing the knowledge construction and cognitive patterns of blog-based instructional activities using four frequent interactive strategies (problem solving, peer assessment, role playing and peer tutoring):a preliminary study[J]. Education Tech Research Dev,2017(65):301-323.
[17] 蔡慧英. 语义图示工具支持的协作问题解决学习的研究[D].上海:华东师范大学,2016.
[18] 张新明. 课堂师生互动与学生学业成绩之间的关系研究[J].当代教育科学,2017(6):65-69.
[19] 郭丛斌,徐柱柱.普通高中在线教学师生互动对学业发展的影响——基于全国高中在线学习调查数据的实证分析[J].河北大学学报(哲学社会科学版),2023,48(5):138-148.
[20] 张建卫,周愉凡,宣星宇,等.疫情防控期高校在线教学与学生发展:基于B大学的案例研究[J].中国高教研究,2020(6):64-71.
[21] Lin H,Hwang G J,Shao Chen Chang,et al.Facilitating critical thinking in decision making-based professional training:An online interactive peer-review approach in a flipped learning context[J].Comput.Educ.2021,173:104266.
[22] Dai Z,Sun C,Zhao L,et al.The effect of smart classrooms on project-based learning:A study based on video interaction analysis[J].Journal of Science Education and Technology,2023,32(6):858-871.
[23] Sullivan S,Puntambekar S.Learning with multiple online texts as part of scientific inquiry in the classroom[J].Computers & Education,2019,128:36-51.
[24] LAI C L,HWANG G J.An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices[J].Computers & Education,2015,85:149-159.
[25] HWANG G J,HUNG C M,CHEN N S.Improving learning achievements,motivations and problem-solving skills through a peer assessment-based game development approach[J].Educational Technology Research & Development,2014,62(2):129-145.
[26] 王希,盛洁.混合式学习中的教学交互策略设计与应用研究[J].现代教育,2023 (4):23-30.
[27] 李航. 外语课堂师生意义协商:互动与优化[D].重庆:西南大学, 2011.
[28] 李璇律,田莉,张向众.学习者深度学习何以发生:从行为序列到行动进向[J].远程教育杂志,2023, 41(3): 84-93.
[29] 徐振国,赵春雨,王悦等.智慧学习环境下大学生深度学习的影响因素[J].现代教育技术,2023,33(1):58-65.
