“互联网+教育”背景下泛在化新型体育学习模式研究
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摘要
以"互联网+教育"为社会宏观发展背景,提出体育运动技术学习过程与"互联网+教育"的结合,厘清在互联网思维下的4A泛在化体育运动技术学习理念的理论依据及其现实可能性。研究认为:泛在化体育运动技术学习理念有个性化、全方位、全时段、立体式、刺激动机的优势特点,也有辍学率高、无互动体验、缺乏隐性教育的劣势。所以,要实现体育运动技术的泛在化学习应充分认识到"互联网+教育"的核心在教育,确认"互联网+教育"与传统教育的辅承关系,积极利用高新科技如VR技术等推进MOOC向SPOC的衍化过程。
By targeting social macroscopic development background on "Internet+Education", the authors put forward the combination of sports technique learning process with Internet+Education, clarified the theoretical basis and realistic possibility of 4A ubiquitous sports technique learning conception under Internet thinking, and concluded that ubiquitous sports technique learning conception has such advantageous characteristics as individualized, comprehensive, all times, three-dimensional, motive stimulative, also such disadvantages as high dropout rate, no interactive experience, lack of recessive education. Therefore, in order to realize the ubiquitous learning of sports techniques, we should fully realize that the core of "Internet+Education" lies in education, verify the complementary relationship between "Internet+Education" and traditional education, and actively utilize high and new technology such as VR technology to boost the process of development from MOOC to SPOC.
By targeting social macroscopic development background on "Internet+Education", the authors put forward the combination of sports technique learning process with Internet+Education, clarified the theoretical basis and realistic possibility of 4A ubiquitous sports technique learning conception under Internet thinking, and concluded that ubiquitous sports technique learning conception has such advantageous characteristics as individualized, comprehensive, all times, three-dimensional, motive stimulative, also such disadvantages as high dropout rate, no interactive experience, lack of recessive education. Therefore, in order to realize the ubiquitous learning of sports techniques, we should fully realize that the core of "Internet+Education" lies in education, verify the complementary relationship between "Internet+Education" and traditional education, and actively utilize high and new technology such as VR technology to boost the process of development from MOOC to SPOC.
引文
[1]邓勤华.互联网+教育:中国MOOC建设与发展[M].北京:电子工业出版社,2016:77.
[2]唐绪莹,熊洁.微课:快学、快用、快设计[M].北京:机械工业出版社,2016:93.
[3]陈肖庚,王顶明. MOOC的发展历程与主要特征分析[J].现代教育技术,2013(11):5-10.
[4]张杰,赵江.北京中小学教育信息化建设现状[J].中国教师报,2002(12):25.
[5]刘振泉.关于互联网对教育教学的影响及应对策略探究[J].中华少年,2017(36):301-302.
[6]祝智庭.智慧教育新发展:从翻转课堂到智慧课堂及智慧学习空间[J].开放教育研究,2016(1):18-20.
[7]陈玉琨,田爱丽.慕课与翻转课堂导论[M].上海:华东师范大学出版社,2014:65-66.
[8]王竹立.碎片与重构——互联网思维重塑大教育[M].北京:电子工业出版社,2015:51.
[9]吕森林.2016—2017中国互联网教育行业蓝皮书[M].北京:北京大学出版社,2015:42.
[10]王晨,刘男.互联网+教育——移动互联网时代的教育大变革[M].北京:中国经济出版社,2015:84.
[11]康叶钦.在线教育的“后MOOC时代”——SPOC解析[J].清华大学教育研究,2014,35(1):88-89.
[12]赵一鸣,郝建江,王海燕,等.虚拟现实技术教育应用研究演进的可视化分析[J].电化教育研究,2016(12):26-28.
[2]唐绪莹,熊洁.微课:快学、快用、快设计[M].北京:机械工业出版社,2016:93.
[3]陈肖庚,王顶明. MOOC的发展历程与主要特征分析[J].现代教育技术,2013(11):5-10.
[4]张杰,赵江.北京中小学教育信息化建设现状[J].中国教师报,2002(12):25.
[5]刘振泉.关于互联网对教育教学的影响及应对策略探究[J].中华少年,2017(36):301-302.
[6]祝智庭.智慧教育新发展:从翻转课堂到智慧课堂及智慧学习空间[J].开放教育研究,2016(1):18-20.
[7]陈玉琨,田爱丽.慕课与翻转课堂导论[M].上海:华东师范大学出版社,2014:65-66.
[8]王竹立.碎片与重构——互联网思维重塑大教育[M].北京:电子工业出版社,2015:51.
[9]吕森林.2016—2017中国互联网教育行业蓝皮书[M].北京:北京大学出版社,2015:42.
[10]王晨,刘男.互联网+教育——移动互联网时代的教育大变革[M].北京:中国经济出版社,2015:84.
[11]康叶钦.在线教育的“后MOOC时代”——SPOC解析[J].清华大学教育研究,2014,35(1):88-89.
[12]赵一鸣,郝建江,王海燕,等.虚拟现实技术教育应用研究演进的可视化分析[J].电化教育研究,2016(12):26-28.