摘要
在教育数智化转型背景下，整合数字教材与云平台以赋能研究生学术英语教学实效，已成为高等教育改革的紧迫议题。本研究以74名能源电力工程专业研究生为受试对象，采用前后测准实验与结课问卷调查的混合研究设计，深度探究“数字教材+云平台”双驱驱动的智慧教学增效机制。研究发现：①受试者学业成绩呈跨越式显著提升（t=32.68，p<.001）；②数字教材覆盖率达95.95%，云平台应用率达100%，教学满意度均逾97%；③高频使用组在成绩增幅与能力自评维度均优于低频组。本研究据此提炼三重增效路径，为工科研究生英语数智化转型提供理论架构与实践范式。
关键词： 数字教材；云平台；双驱教学；研究生学术英语；增效机制；能源电力工程
Abstract
Under the paradigm of digital-intelligence transformation, integrating digital textbooks with cloud platforms to enhance the pedagogical efficacy of graduate academic English has emerged as a critical imperative. This study, involving 74 postgraduates in Energy and Power Engineering, employs a mixed-methods approach comprising pre- and post-test comparisons and post-course surveys to investigate the effectiveness mechanisms of “digital textbook + cloud platform” dual-driven smart pedagogy. The findings indicate that: ①academic performance exhibited significant longitudinal progression (t=32.68, p<.001); ②the penetration rate of digital textbooks reached 95.95%, while cloud platform utilization achieved 100%, with satisfaction levels exceeding 97%; ③the high-frequency usage group demonstrated superior gains in both objective scores and subjective competency self-assessments compared to the low-frequency group. By articulating a triple-layered synergy mechanism, this research provides a robust theoretical framework and empirical reference for the digital-intelligent evolution of academic English instruction for engineering postgraduates.
Key words： Digital textbook; Cloud platform; Dual-driven teaching; Academic English for postgraduates; Effectiveness mechanism; Energy and Power Engineering
参考文献 References
[1] 中共中央.高举中国特色社会主义伟大旗帜为全面建设社会主义现代化国家而团结奋斗——在中国共产党第二十次全国代表大会上的报告[R].北京:人民出版社,2022.
[2] 蔡基刚. 转型时期的我国大学英语教学特征和对策研究[J]. 外语教学与研究 . 2007 (01): 27-32+80-81.
[3] Hyland, K. Second Language Writing (2nd ed.) [M]. Cambridge: Cambridge University Press, 2019.
[4] 祝智庭, 彭红超. 技术赋能智慧教育之实践路径[J]. 中国教育学刊 . 2020 (10): 1-8.
[5] 文秋芳. 构建“产出导向法”理论体系[J]. 外语教学与研究, 2015, 47(04): 547-558+640.
[6] Coyle, D., Hood, P., & Marsh, D. CLIL: Content and Language Integrated Learning[M]. Cambridge: Cambridge University Press, 2010.
[7] Li, S., & Zhang, J. (2024). Data-driven precision teaching: An integrated framework for online learning behavior analysis and intervention. Computers & Education, 210, 104953. [8] Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for Its Use[J]. TechTrends, 2016, 60(05): 433-441.
[8] Mayer, R. E. Cognitive Theory of Multimedia Learning[M] // Mayer, R. E. (Ed.). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge: Cambridge University Press, 2014: 43-71.
[9] Zhu, Z. T., & Peng, H. C. (2020). Smart education in the era of AI: Framework and implementation. Journal of Educational Technology Development and Exchange, 13(1), 1-16.