【作 者】：
赵映川， 杨 兵， 陈德鑫， 陈 静， 幸赋都
【关 键 词 】：
非语言亲密行为； 学习投入； 学习效果； 网络环境； 社会临场感
【栏 目】：
课程与教学
【中文摘要】：
已有研究指出，教师传递的信息中82%是由非语言实现的，音视频同步技术为在线教学中教师非语言亲密行为提供了支撑和保障。中国在线教学规模很大，但鲜有对教师非语言亲密行为的研究。文章以教师非语言亲密行为为自变量，以学生学习投入为中介变量，以学习所在地为调节变量，以学习效果为因变量构建有调节的中介模型，探讨在线教学中教师非语言亲密行为对学生学习效果的影响。对1595名参加在线学习学生的调查显示：控制性别、年级、专业和学校类型后，教师非语言亲密行为对学生学习效果具有显著正向影响，学生学习投入在教师非语言亲密行为与学习效果之间发挥中介作用，学习所在地在教师非语言亲密行为与学生学习投入之间发挥调节作用。研究结论不仅有利于理解教师非语言亲密行为影响学生学习效果的内在机理，而且对教师在教学中的非语言亲密行为具有指导作用。
【英文摘要】：
Previous researches show that 82% of the information transmitted by teachers is achieved by nonverbal communication. Audio-video synchronization technology provides the support and guarantee for teachers' nonverbal intimate behaviors in online teaching. Online teaching in China is widespread, but there are few studies on teachers' nonverbal intimate behaviors. This paper takes the teacher's nonverbal intimate behavior as independent variable, the student's learning engagement as the mediating variable, the learning location as the moderating variable and the learning effectiveness as the dependent variable to build a moderated mediation model so as to explore the effects of teachers nonverbal intimate behaviors on students' learning effect in online teaching. A survey of 1595 students attending online learning shows that after controlling for gender, grade, major, and school type, teachers' nonverbal intimate behaviors have a significant positive impact on students' learning effect, while students' learning engagement plays a mediating role in the relationship between teachers' nonverbal intimate behaviors and learning effect. Moreover, learning location plays a moderating role in the relationship between teachers' nonverbal intimate behaviors and students' learning engagement. The research results are not only useful for understanding the mechanisms underlying teachers' nonverbal intimate behaviors that affect students' learning outcomes, but also serve as a guide for teachers' nonverbal intimate behaviors in teaching.