网络多元文化课堂的建构

Constructing Online Multi-cultural Classroom: An Empirical Study of Synchronous and Interactive Learning in "Trans-Pacific Interactive Classroom"

当前已有不少研究分析跨国远程教学的文化差异或讨论如何提高不同学科面授课堂的教学效果，但从多元文化教育角度对不同文化的师生如何在实时网络环境合作以取得更好教学效果的研究却不多。本研究基于温州医学院和美国太平洋大学教学研究合作系列研究课题"跨太平洋网络实时互动课堂"(Trans-Pacific Interactive Classroom，以下简称TPIC项目)第三期，旨在以辨证建构主义观(Schunk，2004)和多元文化教育的五个重要方面(Banks，2002)为理据，探讨用"讲练交互式教学模式"建构多元文化网络实时互动课堂需要考虑的重要因素。本研究主要采用定性研究方法，数据来源包括中国研究者从美国课堂直接观察中美双方师生在整个教学过程中的表现，中国远程课堂师生给在美国课堂的中国研究者的电子邮件，美国课堂的中国研究者和美国师生就教学方法效果等的交流，中美学生在美国校园网BBS 非实时互动学习平台上的发帖，以及美国TPIC项目负责人在2006年1月课程结束时到中国对学生学习效果的评估和部分调查结果。研究结果表明，能否成功地用"讲练交互式教学模式"进行网络实时多元文化教学取决于能否处理好中美学习者之间在原有文化和课程知识、教学风格、语言能力和学习认识观等方面的差异。

There have been a handful of research on cultural differences in international distance education, and on improving the teaching effectiveness in face-to-face interdisciplinary and multicultural classrooms. However, few studies have examined, from the perspective of multicultural education, how teachers and students from different cultures can better collaborate and interact in synchronous online environment. This paper presents an empirical study of Trans-Pacific Interactive Classroom (TPIC), the phrase 3 of the online teaching programs between Wenzhou Medical College and Pacific University of the U. S. . Using dialectical constructivism (Schunk, 2004: 288) and James A. Banks' five dimensions of multicultural education (2002) as the theoretical principles, the author explores the key factors underlying the success in constructing an integrated multicultural learning environment for teachers and students of the on-site and online settings. Methods of observing and assessing learning and teaching processes, mainly of qualitative nature, include researchers' direct observations of the face to face American classroom, reflections and feedback from Chinese colleagues and course-takers in the Chinese online classroom, ideas exchanged between American and Chinese instructors and between the researcher and American students, a summary of findings from the posts of Chinese and American students on the BBS of the American university's intranet, and some of the Chinese students'answers to the questionnaires by the project leader of this American university. Data were collected, coded and analyzed for the participant behaviors throughout the whole semester's experiment. Findings suggest that successful construction of online multicultural instructional model depends, to a large extent, on managing the differences in background knowledge, teaching and learning styles, language competence and epistemological aspects of knowledge, language skills and abilities between Chinese and American students.