北京市中小学网管教师网络培训课程设计与开发
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摘要
随着信息技术的飞速发展,在网络远程教育和学校教育中,利用网络进行教育教学的理论研究不断取得进步和成果,其实践领域也不断成熟。随之而来的网上培训应运而生,然而作为网上培训的主要内容——网络培训课程的研究还正处于探索阶段。因此,如何设计开发网上培训课程已成为当前一个研究热点。
本文针对当前我国网络课程的现状、存在的问题和网管教师的特征和需求,进行了详细调研。就如何设计与开发北京市网管教师网络培训课程《计算机与网络基础设施导论》作了系统的阐述。并在相关理论的指导下,试着从网络课程的五大构成要素的角度对该课程进行了设计与开发。在网络培训课程实施后,笔者又进行了跟踪研究,通过学员在网络培训课程实施中的表现、反应,并结合对学员的访谈和问卷调查,总结了网络培训课程的实施效果以及存在的问题,提出了进一步改进建议。
本研究为下一次北京市中小学网管教师培训提供了改进建议,也为其他网络培训课程的设计与开发提供了借鉴和参考,在探索如何开发网络培训课程方面,具有一定的实践意义。同时也为设计与开发网络培训课程的理论研究提供了现实依据。
With IT development at full speed, in the network distance learning and school education, the studied of theory making use of a network to carry out education and teaching is getting progress and achievement, the field of practice unceasingly is also unceasingly mature. Be that up to, train on the net arising at the historic moment, but the content of training on network, as main part training on the net, the network course research is in the net probing a stage. Therefore, how to design and develop the course of network training has already been becoming a hot spot at the present.
The article has been in progress surveying detailed on current situation of our country network courses, exiting problems and the characteristics and needs of network administrator teachers. The article about how, to design and develop the Beijing network administrator teacher train’s course, "computer and network infrastructural facilities introduction" has been assumed systematic expounding. Guided by relevance theory together, it tries to design and develop that course from five the angle composing of the key elements of a network course. The author has carried out follow-up studies, the interview and questionnaire which investigated the fact that the trainees’behavior and reaction to the course of training in being put into effect in the network after the course of network trains to be put into effect, has summed up the effect and problem of the course of network training putting into practice, and has suggested that improving suggestion further.
The studying on curriculum designing and development has provided improvement suggestion to the next time of middle and primary network administrator teachers training in Beijing, and has also provided drawing lessons and has consulted for the other courses of network trains. In the respect of probing how to develop the course of network training, it has certain practice significance. At the same time it also has provided the real basis to theory studying on designing and developing the courses of network training.
本文针对当前我国网络课程的现状、存在的问题和网管教师的特征和需求,进行了详细调研。就如何设计与开发北京市网管教师网络培训课程《计算机与网络基础设施导论》作了系统的阐述。并在相关理论的指导下,试着从网络课程的五大构成要素的角度对该课程进行了设计与开发。在网络培训课程实施后,笔者又进行了跟踪研究,通过学员在网络培训课程实施中的表现、反应,并结合对学员的访谈和问卷调查,总结了网络培训课程的实施效果以及存在的问题,提出了进一步改进建议。
本研究为下一次北京市中小学网管教师培训提供了改进建议,也为其他网络培训课程的设计与开发提供了借鉴和参考,在探索如何开发网络培训课程方面,具有一定的实践意义。同时也为设计与开发网络培训课程的理论研究提供了现实依据。
With IT development at full speed, in the network distance learning and school education, the studied of theory making use of a network to carry out education and teaching is getting progress and achievement, the field of practice unceasingly is also unceasingly mature. Be that up to, train on the net arising at the historic moment, but the content of training on network, as main part training on the net, the network course research is in the net probing a stage. Therefore, how to design and develop the course of network training has already been becoming a hot spot at the present.
The article has been in progress surveying detailed on current situation of our country network courses, exiting problems and the characteristics and needs of network administrator teachers. The article about how, to design and develop the Beijing network administrator teacher train’s course, "computer and network infrastructural facilities introduction" has been assumed systematic expounding. Guided by relevance theory together, it tries to design and develop that course from five the angle composing of the key elements of a network course. The author has carried out follow-up studies, the interview and questionnaire which investigated the fact that the trainees’behavior and reaction to the course of training in being put into effect in the network after the course of network trains to be put into effect, has summed up the effect and problem of the course of network training putting into practice, and has suggested that improving suggestion further.
The studying on curriculum designing and development has provided improvement suggestion to the next time of middle and primary network administrator teachers training in Beijing, and has also provided drawing lessons and has consulted for the other courses of network trains. In the respect of probing how to develop the course of network training, it has certain practice significance. At the same time it also has provided the real basis to theory studying on designing and developing the courses of network training.
引文
[1] 网上培训如日中天[EB/OL]. http://www.dba8.cn/DBA_bar_Train_and_rise_in_this_world_on_the_net_90_spend_and_ train_on_the_net_2010_-sql-database-0-279250.html
[2] 陈东升,谭瑞梅,杨杰. 网络课程的模糊综合评价[J]. 电话教育研究,2005,(12):42-45.
[1] 雷蒙德.A.诺伊著,徐芳译. 雇员培训与开发[M]. 中国人民大学出版社,2001.P3.
[2] 刘永中,金才兵主编. 培训课程设计全案[M]. 南方日报出版社,2005.
[1] 邱婷. 绩效导向的企业 E-learning 培训课程设计[D]. 广州:华南师范大学,2007.6.
[1] 黄甫全.现代课程与教学论学程[M] .人民教育出版社,2006 版(下册).392—393.
[2] 尹俊华,庄榕霞,戴正南.教育技术学导论[M]高等教育出版社,2002.125.
[1] 黄甫全主编. 现代课程与教学论学程[M].人民教育出版社,2006 版(下册). P375—P378.
[1] 黄济. 教育哲学通论[M].山西教育出版社,1998.
[2] 何克抗,郑永柏,谢幼如.教学系统设计[M]. 北京师范大学出版社,2003. P80.
[1] 何克抗,郑永柏,谢幼如.教学系统设计[M]. 北京师范大学出版社,2003. P3.
[2] 尹俊华,庄榕霞,戴正南.教育技术学导论[M]高等教育出版社,2002.P121.
[1] 何克抗, 郑永柏,谢幼如 教学系统设计[M].北京师范大学出版社,2003 . 69.
[2] 谢幼如. 网络环境下基于问题学习的课程设计[J].电化教育研究,2007.7:58-62.
[1] 谢幼如. 网络环境下基于问题学习的课程设计[J].电化教育研究,2007.7:58-62.
[1] 何克抗. 建构主义——革新传统教学的理论基础(一)[J].学科教育,1998.3:29-31.
[1] 唐清安. 网络课程的设计与实践[M]. 人民邮电出版社,2003.10,P33—P34.
[1] 张新平.论案例教学及其在教育管理学课程中的运用[J].课程·教材·教法,2002(10).56-61.
[1] 何克抗,郑永柏,谢幼如. 教学系统设计[M].北京师范大学出版社,2003 .190-191.
1. W.迪克,L.凯瑞等著,庞维国等译.系统化教学设计[M].华东师范大学出版社,2007.
2. 网上培训如日中天[EB/OL]. http://www.people.com.cn/GB/paper66/9411/871495.ht ml.人民网,2003.6.13.
3. 陈东升,谭瑞梅,杨杰.网络课程的模糊综合评价[J].电话教育研究,2005,(12):42-45.
4. 雷蒙德.A.诺伊著,徐芳译. 雇员培训与开发[M].中国人民大学出版社,2001.P3.
5. 刘永中,金才兵.培训课程设计全案[M]. 南方日报出版社,2005.
6. 武法提.目标导向网络课程设计的原理[J]. 中国电化教育,2006,(1):17-20.
7. 武法提.目标导向网络课程的课程设计[J].中国电化教育,2006,(4):78-81.
8. 黄甫全.现代课程与教学论学程[M].人民教育出版社,2006 版(下册).392-393.
9. 尹俊华,庄榕霞,戴正南.教育技术学导论[M].高等教育出版社,2002.125.
10. 张晓瑷,王宏.网络学习及影响学习效果的因素[N].山东省青年干部学院学报,2006-1-119(1).
11. 邱婷. 绩效导向的企业 E-learning 培训课程设计[D]. 广州:华南师范大学,2007.6.
12. 章国英.网络环境下远程学习低绩效现象成因及解决策略[J].中国电化教育,2006,(12):35-38.
13. 何克抗.现代教育技术和优质网络课程的设计与开发[J].中国电化教育,2004,(6):
5-11.
14. 唐清安.网络课程的设计与实践[M]. 人民邮电出版社,2003.10,P33-P34.
15. 刘儒德,江涛. 学习者特征对网络学习的影响[J].中国电化教育,2004,(6):11-15.
16. 孙晶. E-learning 培训效果评估及影响因素研究[D]. 大连:大连理工大学,2006.
17. 张竞艳.当前网络课程现状的调查分析[N].希望月报,2008-1.
18. 孙万银,杨改学. 网络课程设计开发的基本思想[J]. 2006,(12):57-61.
19. 黄健.成人教育课程开发的理论与技术[M].上海教育出版社,2002 版.
20. 谢幼如. 网络课程的开发与应用[M].电子工业出版社,2006,12.
21. 黄济. 教育哲学通论[M].山西教育出版社.
22. 何克抗,郑永柏,谢幼如.教学系统设计[M]. 北京师范大学出版社,2003. 3-80.
23. 尹俊华,庄榕霞,戴正南.教育技术学导论[M].高等教育出版社,2002.P121.
24. 何克抗. 建构主义——革新传统教学的理论基础(一)[J].学科教育,1998.3:29-31.
25. 谢幼如. 网络环境下基于问题学习的课程设计[J].电化教育研究,2007.7:58-62.
26. 张新平.论案例教学及其在教育管理学课程中的运用[J].课程·教材·教法,2002(10).56-61.
27. 刘晓华. 关于网络课程开发过程的探讨[J]. 现代教育技术,2002(1):51-57.
28. 刘志波, 鬲淑芳. 网络课程的开发[J]. 现代教育技术,2002(2):43-47.
29. 廖哲勋,田慧生.课程新论[M].高等教育出版社,2003.186-194.
30. 邓晓荣.基于网络的培训课程开发研究[D].上海:华东师范大学.2005.
31. 吴鹏宇.网络课程开发[D]. 西安:陕西师范大学.2007.
32. Robin Mason. Models of Online Courses [J]. Ed at a Distance,2001(7).
33. Alison Carr-Chellman & Philip Duchastel .The ideal online course [J]. British Journal of Educational Technology, Volume 31, Issue 3, Page 229-241, Jul 2000.
34. R F Melton .The Use of Models in the Design and Development of Curriculum Materials [J]. British Journal of Educational Technology . Vol.11 Issue1, Page 5, January 1980.
35. Sammi Chan , Alicia Cuello , Brian Kirk .Web-Based Training [EB/OL].http://coursesite.cl.u h.edu/BPA/training5531/Web-BasedTraining.doc.
36. Michael Langenbach. Curriculum Models in Adult Education [M]. Robert E. Krieger Publish ing Company, INC, 1988.
37. Helvetas. 10 key stages towards effective participatory curriculum development [EB/OL]. http: //www.helvetas.ch/global/pdf/English/Professional_competences/Documented_experien ces/resources/10_key_stages_towards_effective_participatory_curriculum_dev.pdf.
[2] 陈东升,谭瑞梅,杨杰. 网络课程的模糊综合评价[J]. 电话教育研究,2005,(12):42-45.
[1] 雷蒙德.A.诺伊著,徐芳译. 雇员培训与开发[M]. 中国人民大学出版社,2001.P3.
[2] 刘永中,金才兵主编. 培训课程设计全案[M]. 南方日报出版社,2005.
[1] 邱婷. 绩效导向的企业 E-learning 培训课程设计[D]. 广州:华南师范大学,2007.6.
[1] 黄甫全.现代课程与教学论学程[M] .人民教育出版社,2006 版(下册).392—393.
[2] 尹俊华,庄榕霞,戴正南.教育技术学导论[M]高等教育出版社,2002.125.
[1] 黄甫全主编. 现代课程与教学论学程[M].人民教育出版社,2006 版(下册). P375—P378.
[1] 黄济. 教育哲学通论[M].山西教育出版社,1998.
[2] 何克抗,郑永柏,谢幼如.教学系统设计[M]. 北京师范大学出版社,2003. P80.
[1] 何克抗,郑永柏,谢幼如.教学系统设计[M]. 北京师范大学出版社,2003. P3.
[2] 尹俊华,庄榕霞,戴正南.教育技术学导论[M]高等教育出版社,2002.P121.
[1] 何克抗, 郑永柏,谢幼如 教学系统设计[M].北京师范大学出版社,2003 . 69.
[2] 谢幼如. 网络环境下基于问题学习的课程设计[J].电化教育研究,2007.7:58-62.
[1] 谢幼如. 网络环境下基于问题学习的课程设计[J].电化教育研究,2007.7:58-62.
[1] 何克抗. 建构主义——革新传统教学的理论基础(一)[J].学科教育,1998.3:29-31.
[1] 唐清安. 网络课程的设计与实践[M]. 人民邮电出版社,2003.10,P33—P34.
[1] 张新平.论案例教学及其在教育管理学课程中的运用[J].课程·教材·教法,2002(10).56-61.
[1] 何克抗,郑永柏,谢幼如. 教学系统设计[M].北京师范大学出版社,2003 .190-191.
1. W.迪克,L.凯瑞等著,庞维国等译.系统化教学设计[M].华东师范大学出版社,2007.
2. 网上培训如日中天[EB/OL]. http://www.people.com.cn/GB/paper66/9411/871495.ht ml.人民网,2003.6.13.
3. 陈东升,谭瑞梅,杨杰.网络课程的模糊综合评价[J].电话教育研究,2005,(12):42-45.
4. 雷蒙德.A.诺伊著,徐芳译. 雇员培训与开发[M].中国人民大学出版社,2001.P3.
5. 刘永中,金才兵.培训课程设计全案[M]. 南方日报出版社,2005.
6. 武法提.目标导向网络课程设计的原理[J]. 中国电化教育,2006,(1):17-20.
7. 武法提.目标导向网络课程的课程设计[J].中国电化教育,2006,(4):78-81.
8. 黄甫全.现代课程与教学论学程[M].人民教育出版社,2006 版(下册).392-393.
9. 尹俊华,庄榕霞,戴正南.教育技术学导论[M].高等教育出版社,2002.125.
10. 张晓瑷,王宏.网络学习及影响学习效果的因素[N].山东省青年干部学院学报,2006-1-119(1).
11. 邱婷. 绩效导向的企业 E-learning 培训课程设计[D]. 广州:华南师范大学,2007.6.
12. 章国英.网络环境下远程学习低绩效现象成因及解决策略[J].中国电化教育,2006,(12):35-38.
13. 何克抗.现代教育技术和优质网络课程的设计与开发[J].中国电化教育,2004,(6):
5-11.
14. 唐清安.网络课程的设计与实践[M]. 人民邮电出版社,2003.10,P33-P34.
15. 刘儒德,江涛. 学习者特征对网络学习的影响[J].中国电化教育,2004,(6):11-15.
16. 孙晶. E-learning 培训效果评估及影响因素研究[D]. 大连:大连理工大学,2006.
17. 张竞艳.当前网络课程现状的调查分析[N].希望月报,2008-1.
18. 孙万银,杨改学. 网络课程设计开发的基本思想[J]. 2006,(12):57-61.
19. 黄健.成人教育课程开发的理论与技术[M].上海教育出版社,2002 版.
20. 谢幼如. 网络课程的开发与应用[M].电子工业出版社,2006,12.
21. 黄济. 教育哲学通论[M].山西教育出版社.
22. 何克抗,郑永柏,谢幼如.教学系统设计[M]. 北京师范大学出版社,2003. 3-80.
23. 尹俊华,庄榕霞,戴正南.教育技术学导论[M].高等教育出版社,2002.P121.
24. 何克抗. 建构主义——革新传统教学的理论基础(一)[J].学科教育,1998.3:29-31.
25. 谢幼如. 网络环境下基于问题学习的课程设计[J].电化教育研究,2007.7:58-62.
26. 张新平.论案例教学及其在教育管理学课程中的运用[J].课程·教材·教法,2002(10).56-61.
27. 刘晓华. 关于网络课程开发过程的探讨[J]. 现代教育技术,2002(1):51-57.
28. 刘志波, 鬲淑芳. 网络课程的开发[J]. 现代教育技术,2002(2):43-47.
29. 廖哲勋,田慧生.课程新论[M].高等教育出版社,2003.186-194.
30. 邓晓荣.基于网络的培训课程开发研究[D].上海:华东师范大学.2005.
31. 吴鹏宇.网络课程开发[D]. 西安:陕西师范大学.2007.
32. Robin Mason. Models of Online Courses [J]. Ed at a Distance,2001(7).
33. Alison Carr-Chellman & Philip Duchastel .The ideal online course [J]. British Journal of Educational Technology, Volume 31, Issue 3, Page 229-241, Jul 2000.
34. R F Melton .The Use of Models in the Design and Development of Curriculum Materials [J]. British Journal of Educational Technology . Vol.11 Issue1, Page 5, January 1980.
35. Sammi Chan , Alicia Cuello , Brian Kirk .Web-Based Training [EB/OL].http://coursesite.cl.u h.edu/BPA/training5531/Web-BasedTraining.doc.
36. Michael Langenbach. Curriculum Models in Adult Education [M]. Robert E. Krieger Publish ing Company, INC, 1988.
37. Helvetas. 10 key stages towards effective participatory curriculum development [EB/OL]. http: //www.helvetas.ch/global/pdf/English/Professional_competences/Documented_experien ces/resources/10_key_stages_towards_effective_participatory_curriculum_dev.pdf.