混合学习在高等师范院校现代教育技术课程教学中的应用研究
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摘要
混合学习是随着对网络学习的反思和传统课堂学习的回归而逐渐被关注的一种学习方式和学习理念。它融合了网络学习与传统课堂学习的优点,弥补了二者的某些不足;旨在为学生更好地提供学习环境,从而提高学生的信息技术素养和学习能力,达到教学目标的要求。
在国外,混合学习从本世纪初到现在已经走过了从提出、研究到推广应用阶段,我国教育技术界近年来也在对其进行文献及理论层面的探讨,并在积极提倡。目前,混合学习研究主要集中于企业和公司培训领域,而针对学校的混合学习研究却不多。本课题选取高等师范院校“现代教育技术”课程开展混合学习设计与应用研究。
本论文共分五个部分:
第一部分,引言。分析了传统课堂教学和网络教学的优缺点,单独作用于教学过程都难以满足目前教育教学的需要。而混合学习能够结合二者的特点,取长补短,有利于提高教学的效率与质量。在此基础上,阐述了混合学习的发展和本论文研究的目的及意义。通过对混合学习的设计与应用的实证研究,希望能够为高等师范院校课程开展混合学习提供有意义的参考和借鉴。
第二部分,混合学习概述。论述了混合学习的概念、本质涵义以及研究现状。混合学习融合了传统课堂教学和网络学习的优势,既发挥了教师主导作用,又体现了学生主体地位。它是各种学习内容、学习媒体、学习方法、学习模式以及学习环境的有机混合,充分体现了知识内容的最优化传递策略。混合学习是由抽象到具体,由宏观到微观多个层面的混合,是一种解决教学问题的策略和思想。
第三部分,基于混合学习的现代教育技术课程教学设计。对基于混合学习的教学设计过程进行了详细论述,具体包括:分析学习者特征、确定教学目标、学习内容分析及行为目标的编写、选择教学策略、选择教学媒体、评价学习结果六个环节。
第四部分,基于混合学习的现代教育技术课程实验研究。结合笔者的教学实践,采用准实验研究法对高等师范院校混合学习教学设计进行了应用研究。以验证混合学习模式和传统教学方式二者之中哪一种方式能够取得更好的学习效果,从而有助于培养师范生的教学设计能力。
第五部分,结论与展望。对整个实验研究过程进行总结,给出了初步的研究结论。最后,对本次混合学习教学设计与应用研究的局限性,提出了需要进一步研究的方向。
Blended learning is a study manner and idea, which is concerned gradually with the introspection of E-learning and the regression of C-learning. It has merged the advantage of the E-learning and traditional C-learning and has offset the shortcoming of them; its aim is to provide better learning environment for students, thus it improves students' information technology literacy and study ability, and reaches the demand of instructional objective.
At the beginning of the century, blended learning has gone across bringing forward、research and extending apply moment in overseas. Educational technology field has discussed it about literature and theory in China recently years. At present, the research on blended learning mainly applies to training in enterprise and company, but there are little research in practice on blended learning in university. The thesis chooses Modern Educational Technology Curriculum to unfold the blended learning design and application research. The thesis is divided into five parts:
Part one,the preface. The advantages and disadvantages of E-learning and C-learning are analyzed, so both of them cannot meet the need of the present education and teaching. It has merged the characteristic of them and learn from each other strong points to offset own weakness. The author clarified the development of blended learning and the intent and meaning of the thesis. Through the positive investigation of the design and application of blended learning, the author expects offer some significative reference for developing blended learning in normal university.
Part two, summarization of blended learning. The author has described the concept, essential meaning and the study actuality. B-learning merges the advantages of both E-learning and C-learning, and it’s not only make teachers play a important role, but also it embodies students’initiative status. It is the organic mixing of various learning contents, learning media, learning methods, study mode and environment, and embodies the optimization transmit tactics of knowledge content fully. B-learning is several levels of mixing which is from abstract to concrete, from macroscopic to microcosmic. And it is also a kind of tactics and thoughts that solves teaching problems.
Part three, the instructional design of Modern Educational Technology Curriculum based on blended learning. The instructional design process which based on blended learning has detailed presentation, which is composed of six parts, those are analyzing learners’feature, determining instructional objective, analyzing the content of learning and compiling behavior goals, choosing instructional strategies, selecting instructional media and evaluating learning results.
Part four, an experiment study on Modern Educational Technology Curriculum based on blended learning. Combining teaching practice, the author makes application research on instructional design of blended learning in normal university through quasi-experimental research method. The study is to validating which mode can obtain better study effect,then help to bring up the ability of instructional design of students in normal university.
Part five, the conclusion and expectation. The author summarizes the whole experiment research process, and gives the elementary conclusion of the research. It indicates the direction needing more researched based on the localization of the instructional design based on blended learning and application eventually.
在国外,混合学习从本世纪初到现在已经走过了从提出、研究到推广应用阶段,我国教育技术界近年来也在对其进行文献及理论层面的探讨,并在积极提倡。目前,混合学习研究主要集中于企业和公司培训领域,而针对学校的混合学习研究却不多。本课题选取高等师范院校“现代教育技术”课程开展混合学习设计与应用研究。
本论文共分五个部分:
第一部分,引言。分析了传统课堂教学和网络教学的优缺点,单独作用于教学过程都难以满足目前教育教学的需要。而混合学习能够结合二者的特点,取长补短,有利于提高教学的效率与质量。在此基础上,阐述了混合学习的发展和本论文研究的目的及意义。通过对混合学习的设计与应用的实证研究,希望能够为高等师范院校课程开展混合学习提供有意义的参考和借鉴。
第二部分,混合学习概述。论述了混合学习的概念、本质涵义以及研究现状。混合学习融合了传统课堂教学和网络学习的优势,既发挥了教师主导作用,又体现了学生主体地位。它是各种学习内容、学习媒体、学习方法、学习模式以及学习环境的有机混合,充分体现了知识内容的最优化传递策略。混合学习是由抽象到具体,由宏观到微观多个层面的混合,是一种解决教学问题的策略和思想。
第三部分,基于混合学习的现代教育技术课程教学设计。对基于混合学习的教学设计过程进行了详细论述,具体包括:分析学习者特征、确定教学目标、学习内容分析及行为目标的编写、选择教学策略、选择教学媒体、评价学习结果六个环节。
第四部分,基于混合学习的现代教育技术课程实验研究。结合笔者的教学实践,采用准实验研究法对高等师范院校混合学习教学设计进行了应用研究。以验证混合学习模式和传统教学方式二者之中哪一种方式能够取得更好的学习效果,从而有助于培养师范生的教学设计能力。
第五部分,结论与展望。对整个实验研究过程进行总结,给出了初步的研究结论。最后,对本次混合学习教学设计与应用研究的局限性,提出了需要进一步研究的方向。
Blended learning is a study manner and idea, which is concerned gradually with the introspection of E-learning and the regression of C-learning. It has merged the advantage of the E-learning and traditional C-learning and has offset the shortcoming of them; its aim is to provide better learning environment for students, thus it improves students' information technology literacy and study ability, and reaches the demand of instructional objective.
At the beginning of the century, blended learning has gone across bringing forward、research and extending apply moment in overseas. Educational technology field has discussed it about literature and theory in China recently years. At present, the research on blended learning mainly applies to training in enterprise and company, but there are little research in practice on blended learning in university. The thesis chooses Modern Educational Technology Curriculum to unfold the blended learning design and application research. The thesis is divided into five parts:
Part one,the preface. The advantages and disadvantages of E-learning and C-learning are analyzed, so both of them cannot meet the need of the present education and teaching. It has merged the characteristic of them and learn from each other strong points to offset own weakness. The author clarified the development of blended learning and the intent and meaning of the thesis. Through the positive investigation of the design and application of blended learning, the author expects offer some significative reference for developing blended learning in normal university.
Part two, summarization of blended learning. The author has described the concept, essential meaning and the study actuality. B-learning merges the advantages of both E-learning and C-learning, and it’s not only make teachers play a important role, but also it embodies students’initiative status. It is the organic mixing of various learning contents, learning media, learning methods, study mode and environment, and embodies the optimization transmit tactics of knowledge content fully. B-learning is several levels of mixing which is from abstract to concrete, from macroscopic to microcosmic. And it is also a kind of tactics and thoughts that solves teaching problems.
Part three, the instructional design of Modern Educational Technology Curriculum based on blended learning. The instructional design process which based on blended learning has detailed presentation, which is composed of six parts, those are analyzing learners’feature, determining instructional objective, analyzing the content of learning and compiling behavior goals, choosing instructional strategies, selecting instructional media and evaluating learning results.
Part four, an experiment study on Modern Educational Technology Curriculum based on blended learning. Combining teaching practice, the author makes application research on instructional design of blended learning in normal university through quasi-experimental research method. The study is to validating which mode can obtain better study effect,then help to bring up the ability of instructional design of students in normal university.
Part five, the conclusion and expectation. The author summarizes the whole experiment research process, and gives the elementary conclusion of the research. It indicates the direction needing more researched based on the localization of the instructional design based on blended learning and application eventually.
引文
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