同步互动课堂教学模式建构与实践分析

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1、万方数据ChapterThreeistheinstructionalpracticeresultsandanalysisofthesynchronousinteractiveclass．ThesynchronousinteractiveclasswhichincludesXian’anForeignPrimarySchoolwithLiuciteachingpointandSuJiafangteachingpoint，andtheteacherandstudentsweresettobetheresearchobject．An

2、alyzingpracticeprocess，practiceef．fectsandexistedproblemsoftheinstructionalpatternofthesynchronousinteractiveclassonthesideofinstructionaldesignandinstructionalprocessincombinationwiththespecificteachingcaseandtheteachers’interview。Thepracticeresearchoninstructional

3、designincludestheinvestigationofgroup‘son-linelecturepreparationandtheinterpretationoftheinstructionaldesign’smaincontents．Thepracticeresearchoninstructionalprocessincludesthebasicstructureandinteractivequalityanalysisofthesynchronousinteractiveclass’instructionalpr

4、ocess．Finally，investigatingtheemotionandattitudeoftheteachersandstudentswhohavetakenpartinthesynchronousinteractiveclassinthewayofinterview．FouristhefeasiblestrategiesanalysisoftheinstructionalpatternofthesVnchronousinteractiveclass．Thispartdescribestheapplicationst

5、atusabouttheSynchronousinteractionclassroominXian’andistrict，andputforwardfeasiblestrategieswiththetheoryandpractice．Fiveistheconclusionandoutlook．Thewholeresearchprocessisreviewedandthedeftcienciesshouldbecleared，thenthefurtherworkthatrequiredisputforward．KeyWords-

6、Synchronousinteractiveclass；Teachingpoint；Instructionalpattern；Instructionaldesign⑧万方数据硕士学位论丈MASTER’STHESIS目录摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一IAbstract．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．

7、．．．．．．．．．．．．II1绪论⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯11．1研究背景及意义⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．11．1．1研究背景⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯11．1．2研究意义⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯21．2研究现状⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．21．2．1国内研究现状⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯21．2．2国外研究现状⋯⋯⋯⋯⋯⋯⋯

8、⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯41．3研究思路与方法⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一51．3．1研究思路⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯51．3．2研究方法⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯62同步互动课堂教