网络环境下任务驱动教学反馈模型研究
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摘要
任务驱动教学法(Task-based learning)又叫基于任务的教学法,它是建立在建构主义(Constructivism)理论基础上,以学生为中心、以任务为驱动的教学方式。近年来,伴随以网络技术为代表的信息技术在教育领域中的广泛应用,基于网络环境下的任务驱动教学法在教学实践中也迅速开展起来。从学生的角度来说,网络环境下“任务驱动”是一种有效的学习方式,网络开放的环境和丰富的资源为学习者实现“任务”的完成提供了极好的条件。
但是,由于网络教学具有一定的“时间分离、空间分离、师生分离、教管分离”的特性,教师角色的淡化必然带来教学管理的弱化,所以网络环境下任务驱动教学过程必然要过于依赖学生的主动参与和学生自我管理的能力。加之网上信息良莠不齐,网络学习很容易造成学生的“信息迷航”。因此,怎样控制网络环境下任务驱动教学过程朝着有利于教学目标实现的方向发展,是值得深入研究的课题。
本学位论文从教学系统有效发展的关键环节——教学反馈中对这一问题进行了研究。通过对网络环境下任务驱动教学反馈的深入研究,建立了网络环境下任务驱动教学反馈模型,为任务驱动教学理论的知识体系提供一个新的视角。在这个模型里,主要解决了网络环境下任务驱动教学反馈信息收集、整理和统计分析的方法。在教学实践中,借此抛砖引玉,利用这个教学反馈模型解决网络环境下任务驱动教学的一些实际问题,进一步促进网络环境下任务驱动教学的发展。
Task-based Learning, a task-driving teaching method which is student-centered teaching approach, is built on the base of the theory of constructivism. In recent years, with the development of application of information technology, represented by the network technology, task-based learning under the environment of internet becomes more and more popular in teaching practice. From the perspective of students, this task-driving learning under the environment of network will be effective, because the openness of internet environment and the richness of the resources provide a basic prerequisite for the learners to fulfill the task.
Meanwhile, due to the characteristics of separation of time and space, teacher and students as well as teaching and managing, the role of teacher will be changed and the management function of teacher will be less significant, so it is not deniable that the learning will rely too heavily on the participation of the students and their ability of self-management. In addition, the information via internet is quite different, and the students are easy to be misled by learning through internet. Therefore, it is an important project to do some researches on how to gear the task-based learning under the environment of internet to orientation to the teaching goal.
This thesis begins from the research on the key stage of the teaching—teaching feedback. After doing this research, the author tries to set up a feedback model of the task-based learning, which can provide a new perspective for the knowledge system of theory of the task-based learning. This model can help the teachers to search, coordinate and analyze the feedback information of task-based learning under the environment of internet. In all, the author hopes that the teachers use this model to solve the problems they meet, and to promote the development of task-based learning under the environment of internet during their teaching practice.
但是,由于网络教学具有一定的“时间分离、空间分离、师生分离、教管分离”的特性,教师角色的淡化必然带来教学管理的弱化,所以网络环境下任务驱动教学过程必然要过于依赖学生的主动参与和学生自我管理的能力。加之网上信息良莠不齐,网络学习很容易造成学生的“信息迷航”。因此,怎样控制网络环境下任务驱动教学过程朝着有利于教学目标实现的方向发展,是值得深入研究的课题。
本学位论文从教学系统有效发展的关键环节——教学反馈中对这一问题进行了研究。通过对网络环境下任务驱动教学反馈的深入研究,建立了网络环境下任务驱动教学反馈模型,为任务驱动教学理论的知识体系提供一个新的视角。在这个模型里,主要解决了网络环境下任务驱动教学反馈信息收集、整理和统计分析的方法。在教学实践中,借此抛砖引玉,利用这个教学反馈模型解决网络环境下任务驱动教学的一些实际问题,进一步促进网络环境下任务驱动教学的发展。
Task-based Learning, a task-driving teaching method which is student-centered teaching approach, is built on the base of the theory of constructivism. In recent years, with the development of application of information technology, represented by the network technology, task-based learning under the environment of internet becomes more and more popular in teaching practice. From the perspective of students, this task-driving learning under the environment of network will be effective, because the openness of internet environment and the richness of the resources provide a basic prerequisite for the learners to fulfill the task.
Meanwhile, due to the characteristics of separation of time and space, teacher and students as well as teaching and managing, the role of teacher will be changed and the management function of teacher will be less significant, so it is not deniable that the learning will rely too heavily on the participation of the students and their ability of self-management. In addition, the information via internet is quite different, and the students are easy to be misled by learning through internet. Therefore, it is an important project to do some researches on how to gear the task-based learning under the environment of internet to orientation to the teaching goal.
This thesis begins from the research on the key stage of the teaching—teaching feedback. After doing this research, the author tries to set up a feedback model of the task-based learning, which can provide a new perspective for the knowledge system of theory of the task-based learning. This model can help the teachers to search, coordinate and analyze the feedback information of task-based learning under the environment of internet. In all, the author hopes that the teachers use this model to solve the problems they meet, and to promote the development of task-based learning under the environment of internet during their teaching practice.
引文
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[30]郭广勇,朱海军.网络环境下任务驱动式自主型学习[J].教育信息化,2005(3).
[31]徐明成.建构主义理论指导下的任务式驱动式教学[J].郑州航空工业管理学院学报(社科版),2004(10).
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[37]王大平,彭立.从协作学习的角度看网络教育的服务性.http://www.vschool.net.cn/elr/fuwu/fw0022.htm.
[38]赵建华,李克东.信息技术环境下基于协作学习的教学计.http://www.etc.edu.cn/articledigest4/instruction-design-based-collaborative-learning-ininformation-technology-environment.htm.
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[41]余胜泉,杨晓娟,何克抗.基于建构主义的教学设计模式[J/OL].htp://www.niceware.net/edu/Constru2.htm.
[2]Michael Grahame Moore,William G.Anderson.Handbook of Distance Rdnration Lnndnn,Lawrencerlbaum Associates,2003.P.311.
[3]Priscilla Norton＆Karin M.Wiburg,信息技术与教学创新.北京:中国轻工业出版社,2002
[4]Roxanne Baxter Mendrinos:(Building Information Literacy Using Technology:A Practical Guide for Schools and Libraries),Libraries Unlimited,2002.
[5]Mo ore,Penny:(TowardsI nformationL iteracy:O neS chool'sJ ourney),Wellington:NZCER,2000.
[6]香港教育署.TASK-BASED LEARNING.http://www.edc.org.hk/english/taskbase,html.
[7]香港教育署.http://www.cdc.org.hk/english/taskbase.htmi.
[8]何克抗.建构主义学习环境下的教学设计[M].北京:北京师范大学出版社,2002.
[9]何克抗,郑永柏,谢幼如.教学系统设计[M].北京:北京师范大学出版社,2002.
[10]何克抗.建构主义--革新传统教学的理论基础[J].电化教育研究,1997(3,4).
[11]祝智庭.信息技术为什么能支持教育改革--祝智庭教授谈信息技术教育中的若干问题[J].网络科技时代杂志,2002(6).
[12]叶澜.反思·学习·重建[J].天津市教科院学报,2000(4).
[13]钟柏昌.任务驱动教学中的误区及浅析[J].中小学信息技术教育,2003(10)
[14]武法提.网络教育应用[M].北京:高等教育出版社,2003
[15]巴巴拉·西尔斯,丽塔·里齐著,乌美娜,刘雍潜等译.教学技术:领域的定义和范畴[M].北京:中央广播电视大学出版社,1999.
[16]张建伟著.建构性学习-学习科学的整合性探索[M].上海:上海教育出版社,2005
[17]杨开城.建构主义学习环境的设计原则[J].中国电化教育,2000年第4期.
[18]钱晓普.试论“任务驱动”[J]_中国电化教育,2002.9
[19]张红.网络环境下“任务驱动”教学的探讨[J].电化教育研究,2004.6.
[20]任长松.探究式学习:18条原则[J].教育理论与实践,2002(2).
[21]赵勇.教育技术心理学研究[M].北京:北京师范大学出版社,2003.
[22]皮连生.教学设计[M].北京:高等教育出版社,2000.
[23]黄荣怀.信息技术与教育[M].北京:北京师范大学出版社,2002.
[24]李翠白,李芒.基于计算机的“教学设计”任务驱动式学习方法[J].中国电化教育,2001.12.
[25]冯·贝塔朗菲.一般系统论,基础、发展和应用[M].林康义,译.北京:清华大学出版社,1987.
[26]徐章英,顾力兵.教学反馈概论[J].中国电化教育,1996(1).
[27]张洁.重视教学反馈 提高教学效率[J].教学与研究,2002(9),第23卷第2期.
[28]熊钰.注重教学反馈提高教学质量[J].石油高等教育,2002(3).
[29]彭云,秦永平.信息化过程中强化教学反馈体系的探讨[J].教育信息化,2003(8).
[30]郭广勇,朱海军.网络环境下任务驱动式自主型学习[J].教育信息化,2005(3).
[31]徐明成.建构主义理论指导下的任务式驱动式教学[J].郑州航空工业管理学院学报(社科版),2004(10).
[32]段青.任务驱动教学法的本质分析.http://www.lnedu.net/source/xx-jxyj/200244104405.htm.
[33]Ivbkk.http://sq.kl2.com.cn/fonims/mad.php.
[34]张玲,陈冬梅.基于任务驱动的合作学习--《多媒体计算机应用基础》课程的教学实践.http:/www.vschool.net.cn/english/gccce2002/lunwen/NEIF/545.doc.
[35]高文.建构主义学习的特征.htp://www.niceware.net/edu/Constru2.htm
[36]钟志贤,徐洪建.建构主义教学思想揽要.[J/OL].http://www.niceware.net/edu/Constru2.htm.
[37]王大平,彭立.从协作学习的角度看网络教育的服务性.http://www.vschool.net.cn/elr/fuwu/fw0022.htm.
[38]赵建华,李克东.信息技术环境下基于协作学习的教学计.http://www.etc.edu.cn/articledigest4/instruction-design-based-collaborative-learning-ininformation-technology-environment.htm.
[39]温彭年,贾国英.建构主义理论与教学改革--建构主义学习理论综述.http://www.hongru.org/printpage.asp?ArticlelD=252.
[40]李立新.网络学习环境与学习者.http://www.haloha.net/main/2003112936.htm.
[41]余胜泉,杨晓娟,何克抗.基于建构主义的教学设计模式[J/OL].htp://www.niceware.net/edu/Constru2.htm.