【作 者】：
杨俊锋， 崔丽霞， 吴 滕， 潘 慧， 洪河条
【关 键 词 】：
混合同步网络课堂； 有效性； 实证研究
【栏 目】：
网络教育
【中文摘要】：
互联网时代，课堂的形式包括物理课堂、同步网络课堂和异步网络课堂。混合同步网络课堂（BSCC）通常使用具有教学功能的视频会议系统连接不同地区的两个班级，实现网络课堂和物理课堂的混合，可以用来连接城市和农村的班级。BSCC的规模化应用可以促进教育均衡和公平，研究其有效性及影响因素具有重要的现实意义。本研究以宁波市两所小学作为实验学校，开展了两个学年的混合同步网络教学，通过前后测成绩的比较分析、问卷调查、课堂观察等方法探讨了BSCC的有效性。研究发现：（1）混合同步网络课堂开展后，薄弱学校学生的成绩有了较大幅度的提升；（2）近远两端的学生对混合同步网络课堂的效率、交互、环境、教师支持、任务取向和课件设计等几个方面的感知差异不大；（3）教师对近远两端课堂学生的关注基本相同，并没有顾此失彼，这是BSCC有效性的重要保障。
【英文摘要】：
In the Internet age, classroom can take different forms, including physical classroom, synchronous cyber classroom and asynchronous cyber classroom. Blended Synchronous Cyber Classroom (BSCC) usually uses video conferencing system with teaching function to connect two classrooms in different regions and make it possible to blend cyber classrooms and physical classrooms, and then connect classrooms of urban and rural areas. Large-scale application of BSCC can promote the educational balance and equity. Therefore, it is of great significance to study the effectiveness and influencing factors of BSCC. In this study, two primary schools in Ningbo are used as experimental schools to carry out blended synchronous cyber teaching for two academic years, and the effectiveness of BSCC is explored through comparative analysis, questionnaire survey and classroom observations. The results indicate that: (1) owing to the blended synchronous cyber classroom, students in weak schools have improved their scores considerably. (2) Students in both classrooms have little difference in perception of BSCC in terms of efficiency, interaction, environment, teacher support, task orientation and courseware design. (3) Teachers give equal attention to students in both classrooms, which is an effective and important guarantee for BSCC.