<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">EDTR</journal-id><journal-title-group><journal-title>Educational Theory Observation</journal-title></journal-title-group><issn>2995-5017</issn><eissn>2995-5025</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/EDTR.2025060019</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>统计学与“学生读PPT”</title><url>https://artdesignp.com/journal/EDTR/3/6/10.61369/EDTR.2025060019</url><author>多超</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>3</volume><issue>6</issue><history><date date-type="pub"><published-time>2025-06-20</published-time></date></history><abstract>在高校课堂教学中，&amp;ldquo;教师读PPT&amp;rdquo;通常视为教学设计的反面教材。然而，若将&amp;ldquo;读&amp;rdquo;的主体从教师转向学生，课堂教学将会发生什么变化？尤其在统计学这类逻辑性强、符号密集、概念晦涩、抽象度高以及认知负荷颇高的课程中，学生朗读PPT上的内容，并随着课程学时的增加教师在学生读后辅以对应的问题，这究竟是无效课堂互动，还是一条通往深度学习的路径？让学生读PPT是否真得有意义？本文将从教育学、心理学、课堂互动理论和统计学教学实践出发，探讨学生&amp;ldquo;读PPT&amp;rdquo;行为在统计学教学中的潜在价值，并提出可持续的教学策略。</abstract><keywords>PPT,统计学,课程设计,课堂互动</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] Vygotsky L S. Mind in Society: The Development of Higher Psychological Processes[M]. Cambridge: Harvard University Press, 1978.[2] Mayer R E. Multimedia Learning[M]. 2nd ed. Cambridge University Press, 2009.[3] Chi M T H, Bassok M, Lewis M W, et al. Self-explanations: How students study and use examples in learning to solve problems[J]. Cognitive Science, 1994, 18(3): 439-477.[4] 李曼丽, 张羽. 大学生课堂沉默的影响因素及其干预策略[J].高等教育研究,2021,42(3):85-92.[5] Cazden C B. Classroom Discourse: The Language of Teaching and Learning[M]. 2nd ed. Portsmouth: Heinemann, 2001.[6] Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation[M]. Cambridge: Cambridge University Press, 1991.[7] Kalyuga S. Interactive distance education: A cognitive load perspective[J]. Journal of Computing in Higher Education, 2012, 24(3): 182-208.[8] Roediger H L, McDermott K B. Creating false memories: Remembering words not presented in lists[J]. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1995, 21(4): 803-814.[9] Biggs J. Teaching for Quality Learning at University[M]. 4th ed. Maidenhead: McGraw-Hill Education, 2011.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
