鲍蕊　陈柏材　王秋懿　杨蓉

摘  要：文章以北京航空航天大学《材料力学》课程的一个平行班2020年春季学期在线学习的数据为基础，对在线教学方式、学生学习投入、学生学习方式等因素与学习效果之间的关系进行了分析。分析表明，无论是直播还是录播的视频教学对于知识的深层次理解均有较好帮助;在线教学的方式应根据课程进展过程中内容的难度进行适时的调整;线上学习与线下学习对学生投入时间的要求没有明显差别;考核指标对于学生投入的引导性明显;线上线下教学方式对学习效果的影响不明显，主要还是取决于学生个体。

关键词：在线学习;学习方式;学习效果

中图分类号：G642       文献标志码：A         文章编号：2096-000X（2021）13-0036-06

Abstract： An investigation on the relationships among learning effectiveness and factors such as online teaching mode， students' engagement and learning methods is conducted in this paper， which is based on the data collected from one of the parallel classes of "Mechanics of Materials" in Beihang University during 2020 spring semester. The investigation indicates that both live and recorded video teaching are beneficial for a deep understanding of knowledge; specific methods of online teaching should be timely adjusted according to difficulty of contents during the course; requirements on students' time engagement exist no clear distinctions between online learning and offline learning; assessment indicators have an obvious guidance effects on students' engagement; learning effectiveness is not significantly affected by adoption of online or offline teaching mode， but mainly depends on student individuals.

Keywords： online teaching; learning methods; learning effectiveness

2020年春季學期，突如其来的疫情使得高校春季开课课程从线下教学模式全部转为网络线上教学模式。这些年，虽然中国大学MOOC（慕课）、微课等多种教学形式，蓬勃发展，积累了大量成果和经验，但一时间所有课程均采用网络教学的状态，对教师和学生均是挑战。由于疫情的状态随时变化，返校时间的不确定性会使学生学习情绪不断发生变化，学期初可能因为学习方式的变更而产生兴奋，但更多的是孤独和焦虑，这些情绪的变化对学习效果会产生明显的影响[1-2];对于难度较大的学科，学生也可能因为课程内容过难而产生挫败感，大二学生由于其所处的年龄阶段，学业韧性总体水平相对较低[3]。对于教师，一方面，面临缺……