个性化的体验式学习活动设计模式的优化
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摘要
文章首先将六个个性化学习要素融入Kolb的体验式学习圈,构建了个性化的体验式学习活动设计模式。然后,依托教育技术学专业研究生课程"网络学习资源的设计与开发",在具体的教学情境中文章开展了三轮实验,以验证教学干预的有效性,完善个性化学习要素,最终实现该模式的迭代优化。
This paper firstly integrated six personalized learning elements into Kolb's experiential learning circle, and further constructed the personalized experiential learning activity design model. Then, relied on the postgraduate course of "Design and Development of Network Learning Resources" for educational technology major, three rounds of experiments in specific teaching situations were carried out, in order to verify the effectiveness of teaching intervention,perfect individual learning elements, and finally realize the iterative optimization of this model.
This paper firstly integrated six personalized learning elements into Kolb's experiential learning circle, and further constructed the personalized experiential learning activity design model. Then, relied on the postgraduate course of "Design and Development of Network Learning Resources" for educational technology major, three rounds of experiments in specific teaching situations were carried out, in order to verify the effectiveness of teaching intervention,perfect individual learning elements, and finally realize the iterative optimization of this model.
引文
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[2][10]黄琳,黄东斌.学生主体:体验式学习策略优化[J].中国成人教育,2017,(22):15-17.
[3][6]王小根,王心语,任春兰.混合式学习环境下个性化的体验式活动设计模式研究[J].现代远距离教育,2017,(5):22-29.
[4]Rogers C R.Freedom to learn[M].Columbus,Ohio:Merrill Publishing Company,1969:62.
[5]李海龙,贾利锋.智能体验式泛在学习研究--以师范生教学技能训练为例[J].电化教育研究,2016,(5):92-100.
[7]Kolb D A.Experiential learning:Experience as the source of learning and development[M].New Jersey:PrenticeHall,1984:67-83.
[8]Berghuis A.J.Learning Styles Test[OL].
[9]武法提,李彤彤.远程教学目标的差异化设计方法与可行性验证[J].现代远程教育研究,2017,(5):45-53、86.
[11]武法提,孙舒颖,李彤彤.微观视角下远程教学目标的差异化设计流程[J].现代远程教育研究,2014,(1):33-41、71.
[12]郑云翔.信息技术环境下大学生个性化学习的研究[J].中国电化教育,2014,(7):126-132.
[13]左明章,赵蓉,王志锋,等.基于论坛文本的互动话语分析模式构建与实践[J].电化教育研究,2018,(9):51-58.
[14](美)格利·格雷戈里著.赵丽琴译.差异化教学[M].上海:华东师范大学出版社,2015:73-75.
[2][10]黄琳,黄东斌.学生主体:体验式学习策略优化[J].中国成人教育,2017,(22):15-17.
[3][6]王小根,王心语,任春兰.混合式学习环境下个性化的体验式活动设计模式研究[J].现代远距离教育,2017,(5):22-29.
[4]Rogers C R.Freedom to learn[M].Columbus,Ohio:Merrill Publishing Company,1969:62.
[5]李海龙,贾利锋.智能体验式泛在学习研究--以师范生教学技能训练为例[J].电化教育研究,2016,(5):92-100.
[7]Kolb D A.Experiential learning:Experience as the source of learning and development[M].New Jersey:PrenticeHall,1984:67-83.
[8]Berghuis A.J.Learning Styles Test[OL].
[9]武法提,李彤彤.远程教学目标的差异化设计方法与可行性验证[J].现代远程教育研究,2017,(5):45-53、86.
[11]武法提,孙舒颖,李彤彤.微观视角下远程教学目标的差异化设计流程[J].现代远程教育研究,2014,(1):33-41、71.
[12]郑云翔.信息技术环境下大学生个性化学习的研究[J].中国电化教育,2014,(7):126-132.
[13]左明章,赵蓉,王志锋,等.基于论坛文本的互动话语分析模式构建与实践[J].电化教育研究,2018,(9):51-58.
[14](美)格利·格雷戈里著.赵丽琴译.差异化教学[M].上海:华东师范大学出版社,2015:73-75.