基于Pad的教育APP教学设计模型构建与开发研究——以孤独症儿童情绪识别训练APP为例
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摘要
随着教育APP数量的快速增长,构建基于Pad的教育APP教学设计模型是教育技术学研究领域的新课题。针对当前教育APP存在的不足,该文以孤独症儿童情绪识别训练APP为例,依据Padagogy轮模型和布鲁姆教育目标分类理论,引入情境体验式学习策略和回合式操作教学策略,构建基于Pad的教育APP教学设计模型。该模型由八个要素轮组成,轮间存在七种转换机制,实施过程分为六个步骤。基于以上模型,该文设计了孤独症儿童情绪识别训练APP的功能模块和系统架构,使用互联网云技术(APICloud)开发跨移动平台的情绪识别训练APP。该文基于Pad的教育APP构建了一种新型教学设计模型,为开发教育APP提供一种云平台技术方案。
With the number of educational APP increasing, it is a new topic in educational technology research field about how to construct educational APP instructional design model based on pad. Aiming at the deficiency of educational APP, this papertook emotion recognition training APP for children with autism as an example. To construct educational APP instructional design model based on Pad, the research based on the Pedagogy Wheel model and the Bloom's taxonomy of education objective, and added the situational experiencing approach learning strategy and discrete trial teaching strategy into the model. The model has eight element wheels, between which there are seven transformation mechanismand the implementation process is divided into six steps. Based on themodel, this paper firstly designed the functional model and architecture of emotional recognition training APP for children with autism, then, utilized internet cloud technology platform(APICloud), to implement the cross mobile platform's emotion recognition training APP. The researchcan provide a new instructional design model with designing educational APP based on pad, and offer a cloud platform technical scheme for developing educational APP.
With the number of educational APP increasing, it is a new topic in educational technology research field about how to construct educational APP instructional design model based on pad. Aiming at the deficiency of educational APP, this papertook emotion recognition training APP for children with autism as an example. To construct educational APP instructional design model based on Pad, the research based on the Pedagogy Wheel model and the Bloom's taxonomy of education objective, and added the situational experiencing approach learning strategy and discrete trial teaching strategy into the model. The model has eight element wheels, between which there are seven transformation mechanismand the implementation process is divided into six steps. Based on themodel, this paper firstly designed the functional model and architecture of emotional recognition training APP for children with autism, then, utilized internet cloud technology platform(APICloud), to implement the cross mobile platform's emotion recognition training APP. The researchcan provide a new instructional design model with designing educational APP based on pad, and offer a cloud platform technical scheme for developing educational APP.
引文
[1]马玉慧,赵乐等.新型移动学习资源--教育APP发展模式探索[J].中国电化教育,2016,(4):64-70.
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[3]刘丹,胡卫星等.移动教育APP的研发现状与应用问题分析[J].电化教育研究,2016,(8):47-52.
[4]李南南,马玉慧.“互联网+”时代教育APP的发展现状与发展建议[J].中小学信息技术教育,2016,(10):34-37.
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[17]庞维国.论体验式学习[J].全球教育展望,2011,(6):9-15.
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[19]王振洲.自闭症儿童DTT与PRT干预模式的对比研究[J].重庆文理学院学报(社会科学版),2015,(1):109-113.
[20]陈丹,祝智庭.“数字布鲁姆”中国版的建构[J].中国电化教育,2011,(1):71-77.
[22]University of Victoria.About Let’s Face It![EB/OL].http://web.uvic.ca/~letsface/letsfaceit/?q=home,2016-12-15.
[23]Julie M.Wolf,James W.Tanaka,et al.Specific Impairment of FaceProcessing Abilities in Children With Autism Spectrum Disorder Using the Let's Face It!Skills Battery[J].Autism Research,2008,1(6):329-340.
[24]James W.Tanaka,Samantha Lincoln,Logan Hegg.A Framework for the Study and Treatment of Face Processing Deficits in Autism[A].G.Schwarzer,H.Leder.The Development of Face Processing[C].Ashland:Hogrefe&Huber Publishers,2003.101-119.
[25]Model Me Kids.Videos for Modeling Social Skills[EB/OL].http://www.modelmekids.com/emotions_dvd.html,2017-01-15.
[26]Baron-Cohen.Mind Reading:The interactive guide to emotions[M].London:Jessica Kingsley Limited,2004.
[27]APICloud.APICloud[EB/OL].http://www.apicloud.com,2017-01-15.
[2][21]焦建利,周晓清.基于Pad的一对一数字化学习BA4C模型[J].电化教育研究,2015,(1):9-17.
[3]刘丹,胡卫星等.移动教育APP的研发现状与应用问题分析[J].电化教育研究,2016,(8):47-52.
[4]李南南,马玉慧.“互联网+”时代教育APP的发展现状与发展建议[J].中小学信息技术教育,2016,(10):34-37.
[5]胡月,王以宁等.互联网时代教育类APP开发--美国《教育技术开发人员指南》手册解读及启示[J].中国电化教育,2015,(12):41-48.
[6]焦建利.面向i Pad教学应用的五种布鲁姆教育目标分类学理论框架[J].中国信息技术教育,2013,(9):20-21.
[7]兰岚,兰继军等.自闭症儿童面部表情识别的综述[J].中国特殊教育,2008,(3):36-41.
[8]刘艳虹,霍文瑶等.自闭症儿童面部表情识别研究综述[J].现代特殊教育(高教),2015,(4):35-39.
[9]张浩,吴秀娟等.深度学习的目标与评价体系构建[J].中国电化教育,2014,(7):51-55.
[10]Lowa State University of Science and Technology.Center for Excellence in Learning and Teaching[EB/OL].http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-bloomstaxonomy,2016-10-01.
[11]袁振国.当代教育学[M].北京:教育科学出版社,2010.
[12]Allan Carrington.The Home of the Padagogy Wheel[EB/OL].http://designingoutcomes.com,2017-02-22.
[13]陈泽璇,范奕博.变革型教学:一切都是为了学生[J].开放教育研究,2016,(3):4-12.
[14]Mark Coppin.Apps for Students with Autism Spectrum Disorders[EB/OL].http://www.autismhandbook.org/images/4/4c/Appwheel.pdf,2012-10-01.
[15]王佑镁,胡玮等.数字布鲁姆映射下的数字能力发展研究[J].中国电化教育,2013,(5):1-7.
[16]贾义敏,詹青春.情境学习:一种新的学习范式[J].开发教育研究,2011,(5):29-39.
[17]庞维国.论体验式学习[J].全球教育展望,2011,(6):9-15.
[18]程志,陈晓辉.“合法的边缘性参与”视角下的移动学习设计策略[J].中国电化教育,2011,(8):39-43.
[19]王振洲.自闭症儿童DTT与PRT干预模式的对比研究[J].重庆文理学院学报(社会科学版),2015,(1):109-113.
[20]陈丹,祝智庭.“数字布鲁姆”中国版的建构[J].中国电化教育,2011,(1):71-77.
[22]University of Victoria.About Let’s Face It![EB/OL].http://web.uvic.ca/~letsface/letsfaceit/?q=home,2016-12-15.
[23]Julie M.Wolf,James W.Tanaka,et al.Specific Impairment of FaceProcessing Abilities in Children With Autism Spectrum Disorder Using the Let's Face It!Skills Battery[J].Autism Research,2008,1(6):329-340.
[24]James W.Tanaka,Samantha Lincoln,Logan Hegg.A Framework for the Study and Treatment of Face Processing Deficits in Autism[A].G.Schwarzer,H.Leder.The Development of Face Processing[C].Ashland:Hogrefe&Huber Publishers,2003.101-119.
[25]Model Me Kids.Videos for Modeling Social Skills[EB/OL].http://www.modelmekids.com/emotions_dvd.html,2017-01-15.
[26]Baron-Cohen.Mind Reading:The interactive guide to emotions[M].London:Jessica Kingsley Limited,2004.
[27]APICloud.APICloud[EB/OL].http://www.apicloud.com,2017-01-15.