基于辍学研究的电大课程教学反思——以"变化中的英语"课程为例

Teaching Reflections Based on the Research of TV University Dropouts:A Case Study of An English Course Changing English in A Changing World

本文基于电大辍学归因研究中的学习负荷问题展开讨论。调查显示，学习负荷过高造成了许多电大学生在学习道路上的无功而返，而学习的高负荷是由课程难度与学生学术水平之间的落差所造成的。本研究旨在通过对电大课程教学过程的审视，探究其学术支持服务手段的有效性。本研究以2011年3-6月上海电大A校2010春英语专业本科层次"变化中的英语"课程教学为个案，通过面授课堂观察、课程形成性考核记录、网上教学记录、课程期末考试成绩聚焦课程教学效果。研究结果显示，电大的课程教学支持服务手段仍停留于传统教学模式，而作为重要学习辅助手段的网上学习，其形式意义占据和弥漫于抽样所在班级师生的观念中，导致学习支持的可获得性受到制约；同时，由于任课教师在电大体制下被层层嵌于一个庞大的系统之中，教师的能动性在改善课程教学效果时会受到一定程度上的限制；第三，在多方原因的共同作用下，现行教学模式下学生的课业表现与预期课程教学目标之间存有潜在的些微差距，会在一定程度上影响任课教师对自身课程教学的判断和调整。改变这种状况，电大教学组织制度的变革和对教师支持服务力度的加强势在必行。

Recent research on student dropout in open and distance learning shows that heavy learning loads resulting from the gap between learning difficulties and learners' academic levels, is one of the major factors driving adult learners off track. This study aims to explore whether current learner support at the Radio and TV universities in China is effective and whether it satisfies learners' needs. A compulsory course for English majors, registered in the spring semester of 2011 in Shanghai TV University, was chosen for this case study. By collecting and demonstrating how the course was taught and assessed, such as records of class observation, formative assessment, online teaching and learning activities, and the final examination, this case study reveals that learner support offered to the chosen course was very traditional and the intended online learning activities were completely marginalized in the mind of both the teacher and the learners. Meanwhile, there was little room for the improvement of teaching performance by teachers due to the restricted and inflexible teaching environment. Finally, the match between learners' academic performance and the expected learning goals was vague because of multiple reasons, and as a result teacher reflections were influenced by the vagueness. This study concludes that to provide better learner support, there must first be strong and effective teacher support.