汪海彬,刘 婷,朱蕾晔,许梦珂.我国智慧课堂研究的热点与趋势——基于Citespace的可视化分析[J].重庆文理学院学报,2020,39(3):104-114.
我国智慧课堂研究的热点与趋势——基于Citespace的可视化分析
The Hotspots and Trends in the Researches of Smart Class in China—A Visual Analysis Based on Citespace
  
DOI:
中文关键词:  智慧课堂  热点  趋势  可视化分析
英文关键词:smart class  hotspots  trends  visual analysis
基金项目:国家社会科学基金项目“新手-熟手-专家型教师情绪觉察研究”(CBA160184);安徽省智慧课堂试点项目“实验心理学智慧课堂试点”(2017ZHK414)
作者单位
汪海彬 黄山学院 教育科学学院安徽 黄山 245041 
刘 婷 中国科技大学 教务处安徽 合肥 230026 
朱蕾晔 黄山学院 教育科学学院安徽 黄山 245041 
许梦珂 黄山学院 教育科学学院安徽 黄山 245041 
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中文摘要:
      为梳理我国智慧课堂研究的热点与趋势,采用Citespace软件对中国知网(CNKI)上的656篇文献进行可视化分析,结果显示:我国智慧课堂研究最早始于2007年,且大体呈现逐年上升的趋势,师范院校是该领域研究的主要力量,庞敬文等人形成最大的作者合作群。而我国智慧课堂研究的热点包括“‘互联网+’教育背景下智慧课堂的构建”“数学智慧课堂教学策略探索”“智慧型课堂教学方式的构建”“微课在智慧课堂中的应用”“智慧课堂教育大数据的挖掘应用”“基于电子书包、智慧校园等教育信息化环境下智慧课堂的构建”等六个方面。我国智慧课堂研究的趋势则遵循信息技术与教育融合的轨迹,大体呈现为三个阶段:2007—2010年为分离期,主要探讨智慧型课堂教学方式的构建与实践;2011—2014年为初步融合期,主要探讨电子书包等信息技术下智慧课堂的构建;2015至今为深度融合期,主要探讨“互联网+”和教育大数据背景下智慧课堂的构建。为此,今后研究中需要进一步加大智慧课堂研究者合作群的建设;学校应加强顶层设计,加强全学科的智慧课堂构建研究;在教育大数据背景下,进一步提升智慧课堂的有效性。
英文摘要:
      To explore the hotspots and trends in the researches of smart class in China, 656 related papers from the China National Knowledge Infrastructure (CNKI) were analyzed by CiteSpace. The results show that: The research on the topic of smart class in China started as early as 2007, and generally shows an upward trend year by year. Normal universities were the main force of research in this field, in which Pang Jingwen and others form the largest author cooperation group. The top six largest clusters were the hotspots of the domain, which were “the construction of smart classroom under the background of internet + education”, “the exploration of mathematical smart class teaching strategies”, “the application of micro-class in smart class”,“the excavation application of big class in smart class” and “the construction of smart class in the educational information environment such as e-books or smart campuses”. The trends of the domain generally presents three stages which followed the integration between information technology and education: the separation period from 2007 to 2010, which mainly discussed the construction and practice of smart class teaching methods; the initial integration period of 2011—2014, which mainly discussed the construction of smart class under the information technology such as e-books; the deep integration period from 2015 to the present, which mainly discussed the smart class research under the background of Internet + and education big data. As a result, in the future research, it is necessary to further increase the cooperation group of smart class researchers; schools should strengthen the top-level design and strengthen the research on the construction of smart class throughout the disciplines; researchers should enhance the effectiveness of smart class in the context of educational big data.
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