【摘要】 新冠疫情的突发使在线教育备受关注。文章以参与北京大学教育学院教育博士(Doctor of Education,Ed.D)在线同步教学课程的师生为研究对象,以探究共同体CoI为理论框架,采用质性访谈与资料分析方法,重点探究了同步直播教学对学生批判性思维形成的影响。通过分析师生对在线同步教学中的教学存在、社会存在和认知存在三方面的体验,文章发现:在CoI的三个维度上,在线同步教学对学生的批判性思维发展有较好的支持,获得了与课堂面授教学基本等同的教学效果;但是,技术环境、师生在线教与学的素养等也会在一定程度上制约学生批判性思维的发展。文章的研究对同步在线教学在高等教育中的未来应用具有参考价值。更多还原

【Abstract】 The outbreak of COVID-19 has attracted attention to online education. Taking the teachers and students participating in the Education Doctor(Ed.D) online synchronous teaching course of graduate school of education of Peking University as research objects and adopting the methods of qualitative interview, data analysis, this study focused on influences of synchronous broadcast teaching on the students’ critical thinking formation with the community of inquiry(COI) as theoretical framework. Through analyzing teachers’ and students’ experiences of teaching presence, social presence and cognitive presence in online synchronous teaching, it was found that online synchronous teaching had better support to students’ critical thinking development in the three dimensions of CoI, and achieved the teaching effect basically equivalent to face-to-face classroom teaching. However, the technology environment and teachers’ and students’ literacies in online teaching and learning could restrict students’ critical thinking development to a certain extent. The research of this paper had reference value for the future application of synchronous online teaching in higher education.更多还原