“积木”组合教学法:成人远程学习教材设计
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摘要
教材是远程学习中联系教与学的纽带,成人是我国远程教育的主要群体,研究成人远程学习中的教材设计问题历来是远程教育领域的方向之一。本文从问题分析入手,提出教材设计应充分考虑成人远程学习过程中面临的主要矛盾:学习时间碎片化和传统教材内容高度聚合的矛盾,自学为主的学习方式与传统教材知识本位的矛盾。结合微型学习理论和细化理论,提出知识"积木"的碎片化拆分,以知识体系、问题任务和情境探究为导向的"积木"组合知识建构解决方案,其中知识"积木"为微小的、独立的知识单位,知识"积木"组合则体现:领域知识的"横向"组合,简化条件的任务知识的"纵向"组合;复杂条件的任务知识的"自由"组合。基于此开发了"纳税基础与实务"远程学习教材,开展对照教学,通过准实验研究,初步验证了教材设计的有效性。
Textbooks are the link between teaching and learning in distance learning. Adults are the main group of distance education in China.The design of textbooks in adult distance learning has always been one of the research directions in the field of distance education. Starting from the analysis of the problems, this paper points out that the main contradictions in the process of adult distance learning should be fully considered in the design of textbooks: the contradiction between the fragmentation of learning time and the highly aggregated content of traditional textbooks, and the contradiction between the self-study-centered learning mode and the knowledge-based standard of traditional textbooks.Combining the Micro-learning theory with the refinement theory, this paper proposes the fragmentation of knowledge building blocks and the solution of knowledge construction based on knowledge system, problem task and situation inquiry, in which knowledge blocks are small and independent knowledge units, and knowledge blocks combination embodies the "horizontal" combination of domain knowledge and the task knowledge of simplifying conditions. The "vertical" combination of knowledge; the "free" combination of task knowledge under complex conditions. Based on this, a distance learning textbook "Tax Basis and Practice" was developed, and a comparative teaching was carried out.Through quasi-experimental study, the effectiveness of the textbook design was preliminarily verified.
Textbooks are the link between teaching and learning in distance learning. Adults are the main group of distance education in China.The design of textbooks in adult distance learning has always been one of the research directions in the field of distance education. Starting from the analysis of the problems, this paper points out that the main contradictions in the process of adult distance learning should be fully considered in the design of textbooks: the contradiction between the fragmentation of learning time and the highly aggregated content of traditional textbooks, and the contradiction between the self-study-centered learning mode and the knowledge-based standard of traditional textbooks.Combining the Micro-learning theory with the refinement theory, this paper proposes the fragmentation of knowledge building blocks and the solution of knowledge construction based on knowledge system, problem task and situation inquiry, in which knowledge blocks are small and independent knowledge units, and knowledge blocks combination embodies the "horizontal" combination of domain knowledge and the task knowledge of simplifying conditions. The "vertical" combination of knowledge; the "free" combination of task knowledge under complex conditions. Based on this, a distance learning textbook "Tax Basis and Practice" was developed, and a comparative teaching was carried out.Through quasi-experimental study, the effectiveness of the textbook design was preliminarily verified.
引文
[1]白静,李哲(2016).基于“任务导向、小步调式”教学策略的远程学材设计研究[J].成人教育,(1):51-56.
[2]白志刚,赵敏(2011).思维导图在英语专业听说课中应用的实证研究[J].沈阳师范大学学报(社会科学版),(35):153-155.
[3]蔡秉文,林仕胜(2018).电子教材功能开发模型研究[J].开放学习研究,23(2):59-62.
[4]查尔斯·M·瑞戈鲁斯(2004).细化理论:学习内容选择和排序的指南[J].开放教育研究,(2):23-26.
[5]邓幸涛,张爱文(2006).以学习者为中心:远程学习材料设计开发的核心理念[J].中国远程教育,(12):5-15.
[6]方海光,吴淑苹,李玉顺(2009).基于EML构建移动学习资源对象单元的研究[J].现代教育技术,(12):75-79.
[7]郭炯,侯云吉(2011).教育技术视野下职业教育课程开发中知识分析及组织方法的研究[J].电化教育研究,(9):95-99+105.
[8]何明星(2006).撕碎、撕碎,撕碎之后是拼接-远程教育教材出版启示录[J].大学出版,(3):31-33.
[9]刘臣,陈丽(2011).远程教育中印刷教材编写模板的设计研究[J].现代远程教育研究,(4):66-70.
[10]王跃(2010).远程教材编写方法[M].北京:高等教育出版社:11-59.
[11]王子茹,张帆,邱冰(2014).远程教育《建筑制图》文字教材建设的思考[J].大学教育,(12):32-36.
[12]赵国庆(2012).概念图、思维导图教学应用若干重要问题的探讨[J].电化教育研究,(5):78-84.
[13]张浩(2009).微型学习:理念、环境与资源[J].现代教育技术,(4):50-52.
[14]郑倩,孟宪宇,安薇(2015).远程教育文字教材碎片化设计探析[J].出版广角,(5):64-65.
[15]Hug T.(2005).Micro learning and narration:Exploring possibilities of utilization of narrations and storytelling for the design of“micro units”and didactical micro-learning arrangements[C].Proceedings of four media in transition conference:6-8.
[2]白志刚,赵敏(2011).思维导图在英语专业听说课中应用的实证研究[J].沈阳师范大学学报(社会科学版),(35):153-155.
[3]蔡秉文,林仕胜(2018).电子教材功能开发模型研究[J].开放学习研究,23(2):59-62.
[4]查尔斯·M·瑞戈鲁斯(2004).细化理论:学习内容选择和排序的指南[J].开放教育研究,(2):23-26.
[5]邓幸涛,张爱文(2006).以学习者为中心:远程学习材料设计开发的核心理念[J].中国远程教育,(12):5-15.
[6]方海光,吴淑苹,李玉顺(2009).基于EML构建移动学习资源对象单元的研究[J].现代教育技术,(12):75-79.
[7]郭炯,侯云吉(2011).教育技术视野下职业教育课程开发中知识分析及组织方法的研究[J].电化教育研究,(9):95-99+105.
[8]何明星(2006).撕碎、撕碎,撕碎之后是拼接-远程教育教材出版启示录[J].大学出版,(3):31-33.
[9]刘臣,陈丽(2011).远程教育中印刷教材编写模板的设计研究[J].现代远程教育研究,(4):66-70.
[10]王跃(2010).远程教材编写方法[M].北京:高等教育出版社:11-59.
[11]王子茹,张帆,邱冰(2014).远程教育《建筑制图》文字教材建设的思考[J].大学教育,(12):32-36.
[12]赵国庆(2012).概念图、思维导图教学应用若干重要问题的探讨[J].电化教育研究,(5):78-84.
[13]张浩(2009).微型学习:理念、环境与资源[J].现代教育技术,(4):50-52.
[14]郑倩,孟宪宇,安薇(2015).远程教育文字教材碎片化设计探析[J].出版广角,(5):64-65.
[15]Hug T.(2005).Micro learning and narration:Exploring possibilities of utilization of narrations and storytelling for the design of“micro units”and didactical micro-learning arrangements[C].Proceedings of four media in transition conference:6-8.