美国K12混合式学习的探究和启示
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摘要
美国最早在基础教育阶段(K-12)实施大规模的混合式学习,已取得了大量的成功案例。本文分析了混合式学习的起源与定义,归纳了美国K-12混合式学习的常见模式,描述了各种模式的成功应用案例。美国的实践证明,混合式学习将个性化学习、掌握式学习和深度学习融入到了日常的教学中,是通往以学生为中心的学习体系的一条切实可行的途径,给我国基础教育改革带来了有益的启示。
The United States is a pioneer in the large-scale implementation of K-12 blended learning and has obtained many successful cases. This article analyzes and summarizes the origin, definition, models and successful application cases of blended learning. It has been proved that blended learning has integrated individualized learning, mastery learning and deep learning into day-to-day teaching. It is a practical way to student-centered learning system. It provides some beneficial implications for K-12 educational reform of China.
The United States is a pioneer in the large-scale implementation of K-12 blended learning and has obtained many successful cases. This article analyzes and summarizes the origin, definition, models and successful application cases of blended learning. It has been proved that blended learning has integrated individualized learning, mastery learning and deep learning into day-to-day teaching. It is a practical way to student-centered learning system. It provides some beneficial implications for K-12 educational reform of China.
引文
[1]Evergreen Education Group and Clayton Christensen Institute.Blending learning:The evolution of online and face-to-face education from 2008-2015[EB/OL].http://www.inacol.org/wp-content/uploads/2015/07iNACOL_Blended-Learning-The-Evolution-of-Online-AndFace-to-Face-Education-from-2008-2015.pdf.
[2]International Association for K-12 Online Learning,“The Online Learning Definitions Project”[EB/OL].http://www.inacol.Org/cms/wp-content/uploads/2013/04/iNANACOL_DefinitionsPrjoejct.pdf,2011-10.
[3]Brian Bridges,“California eLearning Census:Increasing Depth and Breadth,“California Learning Resource Network[EB/OL].http://www.clrn.org/census/eLearning!%20Census_Renort_2014.pd,2014-4.
[4][5][11][14][15][20]迈克尔·霍恩,混合式学习-用颠覆式创新推动教育革命[M].北京:机械工业出版社,2015.
[6][9]白雪梅,马红亮,张立国.美国K-12混合学习的实践及启示[J].现代教育技术,2016,(2):52-58.
[7]Michael B.Horn,“The Transformational Potential of Flipped Classroom”,Education Next[EB/OL].http://educationanext.org/the-transformational-potential-of-flippedclassrooms/,2013-3.
[8]Tom Vander Ark,“Flex Schools Personalize,Enhance and Accelerate Learning”[EB/OL].http://www.Huffingtonpost.com/tom-vanderark/flex-schools-personalize_b_1264829.html(accessed)2013-9.
[10]Evergreen Education Group and Clayton Christensen Institute.Proof points of blended learning success in school districts[EB/OL].http://www.kpk12.com/wp-content/uploads/2015/spring-city-elementary-hybridlearning-school.pdf.2015-07.
[12]“Carpe Diem:Seize the Digital Revolution,”Education Nation[EB/OL].http://www.educationnation.com/casestudies/carnedieml/2013-9.
[13]Next Generation Learning Challenges,“Grantee:Education Achievement Authority of Michigan,”[EB/OL].http://nextgenlearning.org/grantee/education-achievement/authoritymichigan,2014-4.
[16]石小岑.美国K-12混合式学习模式变革的多元化路径[J].远程教育杂志,2016,(1):53-59.
[17]彭红超,祝智庭.人机协同决策支持的个性化适性学习策略探析[J].电化教育研究,2019,(2):12-20.
[18]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.
[19]曾明星等.从MOOC到SPOC:一种深度学习模式构建[J].中国电化教育,2015,(11):28-34.
[2]International Association for K-12 Online Learning,“The Online Learning Definitions Project”[EB/OL].http://www.inacol.Org/cms/wp-content/uploads/2013/04/iNANACOL_DefinitionsPrjoejct.pdf,2011-10.
[3]Brian Bridges,“California eLearning Census:Increasing Depth and Breadth,“California Learning Resource Network[EB/OL].http://www.clrn.org/census/eLearning!%20Census_Renort_2014.pd,2014-4.
[4][5][11][14][15][20]迈克尔·霍恩,混合式学习-用颠覆式创新推动教育革命[M].北京:机械工业出版社,2015.
[6][9]白雪梅,马红亮,张立国.美国K-12混合学习的实践及启示[J].现代教育技术,2016,(2):52-58.
[7]Michael B.Horn,“The Transformational Potential of Flipped Classroom”,Education Next[EB/OL].http://educationanext.org/the-transformational-potential-of-flippedclassrooms/,2013-3.
[8]Tom Vander Ark,“Flex Schools Personalize,Enhance and Accelerate Learning”[EB/OL].http://www.Huffingtonpost.com/tom-vanderark/flex-schools-personalize_b_1264829.html(accessed)2013-9.
[10]Evergreen Education Group and Clayton Christensen Institute.Proof points of blended learning success in school districts[EB/OL].http://www.kpk12.com/wp-content/uploads/2015/spring-city-elementary-hybridlearning-school.pdf.2015-07.
[12]“Carpe Diem:Seize the Digital Revolution,”Education Nation[EB/OL].http://www.educationnation.com/casestudies/carnedieml/2013-9.
[13]Next Generation Learning Challenges,“Grantee:Education Achievement Authority of Michigan,”[EB/OL].http://nextgenlearning.org/grantee/education-achievement/authoritymichigan,2014-4.
[16]石小岑.美国K-12混合式学习模式变革的多元化路径[J].远程教育杂志,2016,(1):53-59.
[17]彭红超,祝智庭.人机协同决策支持的个性化适性学习策略探析[J].电化教育研究,2019,(2):12-20.
[18]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.
[19]曾明星等.从MOOC到SPOC:一种深度学习模式构建[J].中国电化教育,2015,(11):28-34.