促进深度学习的SPOC助学群组构建及策略研究
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摘要
翻转课堂、MOOC、SPOC等在线教学模式的兴起为高等教育教学改革发展指引了新的方向,如何把传统教育和线上学习有效地结合起来,实现教学最优化,促进学习者深度学习成为研究热点。文章围绕校级教改立项,总结了深度学习的内涵、特征及学习过程模型,构建促进深度学习的SPOC助学群组,提出了具体助学策略。并以SPOC计算机基础课程中的"偏色照片的颜色修正"为例,设计完整SPOC助学过程。实践证明,SPOC助学群组在一定程度上提高了学习者的学习积极性,有效的助学策略能为学习者提供优质的学习支持服务,促进学习者进入深度学习,提升学习者分析问题、解决问题的能力,最终提升学习者的高阶思维能力。
The rise of flipped classroom,MOOC,SPOC and other online teaching modes has guided the development of higher education teaching reform in a new direction.How to effectively combine traditional education and online learning to achieve teaching optimization and promote students' deep learning has become a research hot spot.Based on teaching reform project at the school level,this paper summarized the connotation,characteristics and learning process model of deep learning,constructed the SPOC facilitator group that promotes deep learning,and put forward specific facilitating strategies.Taking the "color correction of polarized photos" in the computer basic course as an example,a complete SPOC learning process was designed.The results indicates that SPOC facilitator group has improved students' learning enthusiasm to a certain extent.Effective facilitating strategies can provide students with high-quality learning support service,promote students to enter deep learning,improve students' ability to analyze and solve problems,and ultimately enhance students' high-order thinking ability.
The rise of flipped classroom,MOOC,SPOC and other online teaching modes has guided the development of higher education teaching reform in a new direction.How to effectively combine traditional education and online learning to achieve teaching optimization and promote students' deep learning has become a research hot spot.Based on teaching reform project at the school level,this paper summarized the connotation,characteristics and learning process model of deep learning,constructed the SPOC facilitator group that promotes deep learning,and put forward specific facilitating strategies.Taking the "color correction of polarized photos" in the computer basic course as an example,a complete SPOC learning process was designed.The results indicates that SPOC facilitator group has improved students' learning enthusiasm to a certain extent.Effective facilitating strategies can provide students with high-quality learning support service,promote students to enter deep learning,improve students' ability to analyze and solve problems,and ultimately enhance students' high-order thinking ability.
引文
[1]张浩,吴秀娟.深度学习的内涵及认知理论基础探析[J].中国电化教育,2012(10):7-11
[2]陈琳,李凡,王矗,等.促进深层学习的网络学习资源建设研究[J].电化教育研究,2011(12):69-75
[3]顾小清,冯园园,胡思畅.超越碎片化学习:语义图示与深度学习[J].中国电化教育,2015(3):39-48
[4]张琪.E-Learning环境中大学生自我效能感与深度学习的相关性研究[J].电化教育研究,2015(4):55-61
[5]蒋梦娇,邹霞.基于MOOCs环境的深度学习研究[J].软件导刊,2014(7):37-39
[6]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(1):85-93
[7]王朋娇,崔璨,姜爽.引领式SPOC教学模式构建及在开放大学中的应用研究[J].中国电化教育,2018(9):123-131
[8]洛林·W.安德森.布卢姆教育目标分类学:分类学视野下的学与教及其测评(修订版)[M].北京:外语教学与研究出版社,2009
[9]Marton F,Saljo R.On qualitative differences in learning:I-Outcome and process[J].Bri J Edu Psychol,1976(46):4-11
[10]Smith T W,Colby S A.Teaching for Deep Learning[J].The Clearing House,2007,80(5):205-211
[11]Jensen E,Nickelsen L A.深度学习的7种策略[M].上海:华东师范大学出版社,2010
[12]何玲,黎加厚.促进学生深度学习[J].计算机教与学,2005(5):29-30
[13]吴秀娟,张浩,倪厂清.基于反思的深度学习:内涵与过程[J].电化教育研究,2014(12):23-28
[14]张治勇,李国庆.学习性评价:深度学习的有效路[J].现代远距离教育,2013(1):31-37
[15]曾明星,李桂平,周清平,等.从MOOC到SPOC:一种深度学习模式建构[J].中国电化教育,2015(11):28-34
[16]阎乃胜.深度学习视野下的课堂情境[J].教育发展研究,2013(12):76-79
[17]郭华.深度学习及其意义[J].课程·教材·教法,2016,36(11):25-32
[18]刘红晶,谭良.SPOC助学群组促进深度学习的策略和方法研究[J].电化教育研究,2017,38(2):73-81,90
[19]秦瑾若,傅钢善.基于深度学习理论的MOOC学习活动设计:以“现代教育技术”课程为例[J].现代教育技术,2017,27(5):12-18
[2]陈琳,李凡,王矗,等.促进深层学习的网络学习资源建设研究[J].电化教育研究,2011(12):69-75
[3]顾小清,冯园园,胡思畅.超越碎片化学习:语义图示与深度学习[J].中国电化教育,2015(3):39-48
[4]张琪.E-Learning环境中大学生自我效能感与深度学习的相关性研究[J].电化教育研究,2015(4):55-61
[5]蒋梦娇,邹霞.基于MOOCs环境的深度学习研究[J].软件导刊,2014(7):37-39
[6]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(1):85-93
[7]王朋娇,崔璨,姜爽.引领式SPOC教学模式构建及在开放大学中的应用研究[J].中国电化教育,2018(9):123-131
[8]洛林·W.安德森.布卢姆教育目标分类学:分类学视野下的学与教及其测评(修订版)[M].北京:外语教学与研究出版社,2009
[9]Marton F,Saljo R.On qualitative differences in learning:I-Outcome and process[J].Bri J Edu Psychol,1976(46):4-11
[10]Smith T W,Colby S A.Teaching for Deep Learning[J].The Clearing House,2007,80(5):205-211
[11]Jensen E,Nickelsen L A.深度学习的7种策略[M].上海:华东师范大学出版社,2010
[12]何玲,黎加厚.促进学生深度学习[J].计算机教与学,2005(5):29-30
[13]吴秀娟,张浩,倪厂清.基于反思的深度学习:内涵与过程[J].电化教育研究,2014(12):23-28
[14]张治勇,李国庆.学习性评价:深度学习的有效路[J].现代远距离教育,2013(1):31-37
[15]曾明星,李桂平,周清平,等.从MOOC到SPOC:一种深度学习模式建构[J].中国电化教育,2015(11):28-34
[16]阎乃胜.深度学习视野下的课堂情境[J].教育发展研究,2013(12):76-79
[17]郭华.深度学习及其意义[J].课程·教材·教法,2016,36(11):25-32
[18]刘红晶,谭良.SPOC助学群组促进深度学习的策略和方法研究[J].电化教育研究,2017,38(2):73-81,90
[19]秦瑾若,傅钢善.基于深度学习理论的MOOC学习活动设计:以“现代教育技术”课程为例[J].现代教育技术,2017,27(5):12-18