基于混合式学习的c语言程序设计课程的教学研究
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摘要
混合式学习是整合了课堂学习与网络学习的优点,能充分发挥教师“主导性”和学生“主体性”的一种新的教学方式,如何利用混合式的学习思想指导高校的课程教学,提高教学质量成为当前教育技术研究的热点。
本论文主要关注三个问题:混合式学习是什么?为什么要实施混合式教学?怎样开展混合式教学?在混合式学习理论的指导下,以《c语言程序设计》课程为例,分析了该课程的混合式教学设计过程,并借助于目前最流行的课程管理平台Moodle开发了该课程的混合式网络课程。
论文在介绍了混合式学习理论的基础上,首先从当前高校的教学现状与教学环境两方面论证了高等教育开展混合式教学的可行性;然后结合课程的前期分析、教学环境、教学资源和教学活动的设计,拓展了混合式教学设计方法论,并以《c语言程序设计》课程为实例,利用拓展的方法论,设计了该课程的教学过程;最后以混合式网络课程设计方法学为依托,利用Moodle软件平台,开发了《c语言程序设计》混合式网络课程。
本研究的主要目的旨在大力推广混合式教学模式,探索混合式课程教学设计的内容和过程,利用Moodle平台开发混合式网络课程的方法,论文研究工作对高校开展混合式教学,改革现行的教学模式、教学方式具有一定的借鉴作用。
Blended Learning is a new teaching model that combining face-to-face learning inclassroom and E-learning .It exerts enough teacher’s leading and student’s principal parts. How to use Blended learning instruct course teaching and improve teaching qualities in the university , which is the hot-point we reaching in technology education field.
This thesis is mainly focused on the following three points: What is blended learnng? Why does implement Blended learning in the university ? And how to develop the effective courses for the blended learning? Based on the theory of blended learning ,we analysed a process that how to design a blended teaching course using in " c-Programming Course " and exploitated it’s blended network course recuring to Moodle ,which is the most popular LMS(leaning manage system) in this paper.
Based on the theory of blended learning ,The first the feasibility that higher education develop blended learning is demonstrated from two aspect that the teaching actuality and teaching surroundings in the university. Then colonized the blended teaching design methodology by integrating the courses prophase analyse and teaching surroundings and teaching resources and teaching activity. And taking use of the methodology the teaching process about“c-Programming Course”is designed. Including course content, learner characters , supplying blended teaching condition and resources, how to design and organize all kinds of teaching activities and evaluate the learner records, according to the methods of blended learning instruction design. Finally the blended network courses and exploitat“c-Programming Course”blended network course was developped using Moodle software platform.
This thesis aims to popularize vigorously the application of the blended learning models in the university of our country, Meanwhile the research for the concept and process of instruction design about blended course and the ways of exploring blended network course by using Moodle is also the thesis's object. The final and important purpose is to provide a beneficial referral such as developing blended learning and the innovation of old the teaching models and methods in the university.
本论文主要关注三个问题:混合式学习是什么?为什么要实施混合式教学?怎样开展混合式教学?在混合式学习理论的指导下,以《c语言程序设计》课程为例,分析了该课程的混合式教学设计过程,并借助于目前最流行的课程管理平台Moodle开发了该课程的混合式网络课程。
论文在介绍了混合式学习理论的基础上,首先从当前高校的教学现状与教学环境两方面论证了高等教育开展混合式教学的可行性;然后结合课程的前期分析、教学环境、教学资源和教学活动的设计,拓展了混合式教学设计方法论,并以《c语言程序设计》课程为实例,利用拓展的方法论,设计了该课程的教学过程;最后以混合式网络课程设计方法学为依托,利用Moodle软件平台,开发了《c语言程序设计》混合式网络课程。
本研究的主要目的旨在大力推广混合式教学模式,探索混合式课程教学设计的内容和过程,利用Moodle平台开发混合式网络课程的方法,论文研究工作对高校开展混合式教学,改革现行的教学模式、教学方式具有一定的借鉴作用。
Blended Learning is a new teaching model that combining face-to-face learning inclassroom and E-learning .It exerts enough teacher’s leading and student’s principal parts. How to use Blended learning instruct course teaching and improve teaching qualities in the university , which is the hot-point we reaching in technology education field.
This thesis is mainly focused on the following three points: What is blended learnng? Why does implement Blended learning in the university ? And how to develop the effective courses for the blended learning? Based on the theory of blended learning ,we analysed a process that how to design a blended teaching course using in " c-Programming Course " and exploitated it’s blended network course recuring to Moodle ,which is the most popular LMS(leaning manage system) in this paper.
Based on the theory of blended learning ,The first the feasibility that higher education develop blended learning is demonstrated from two aspect that the teaching actuality and teaching surroundings in the university. Then colonized the blended teaching design methodology by integrating the courses prophase analyse and teaching surroundings and teaching resources and teaching activity. And taking use of the methodology the teaching process about“c-Programming Course”is designed. Including course content, learner characters , supplying blended teaching condition and resources, how to design and organize all kinds of teaching activities and evaluate the learner records, according to the methods of blended learning instruction design. Finally the blended network courses and exploitat“c-Programming Course”blended network course was developped using Moodle software platform.
This thesis aims to popularize vigorously the application of the blended learning models in the university of our country, Meanwhile the research for the concept and process of instruction design about blended course and the ways of exploring blended network course by using Moodle is also the thesis's object. The final and important purpose is to provide a beneficial referral such as developing blended learning and the innovation of old the teaching models and methods in the university.
引文
[1] 何克抗.E-learning 与高校教学的深化改革(上).中国电化教育,2002,(02):8-12
[2] Pumima Valiathan.Blended Learning Models.http://www.learningcircuits.org/2002/aug2002/valiathan.html,2002-08-10
[3] Driscon M.Blended learning-How to Integrate Online and Traditional Learning.http://www.kogan-page.co.uk,2003-16-20
[4] Harvey Singh.Building Effective Blended Learning Programs.Educational Technology,2003,(6):51-53
[5] 何克抗.从 Blended learning 上看教育技术理论的新发展(上).中国电化教育,2003,(3):05-10
[6] 上海市教科院智力开发研究所.美国教育部教育技术白皮书.http://www.elab.org.cn/worldwide/eduinfo/eduinfo07.htm,2000-12-10
[7] 李克东,赵建华.混合学习的原理与应用模式.电化教育研究,2004,(7):1-6
[8] Pumima Valiathan.Blended Learning Models.http://www.learningcircuits.org/2002/aug2002/valiathan.html,2002-08-10
[9] 田世生,傅钢善.BlendedLearning 初步研究.电化教育研究,2004,(7):8-9
[10] 李克东,赵建华.混合学习的原理与应用模式.电化教育研究,2004,(7):1-6
[11] Driscoll M.Blended learning:Let’s get beyond the hype.Learning and Training InnovationsR.2002,(6):36-40
[12] 何克抗.从 Blended learning 上看教育技术理论的新发展(下).中国电化教育,2003,(4):05-10
[13] Rick J Valdez.Blended Learning:将整合方法的影响最大化.http://wwwcentra.corn/download/whitepapers/blendedlearning.pdf,2005-10-12
[14] 何克抗.教学设计理论与方法研究评论(二).开放教育研究,1998,(3):20-22
[15] 杨开城.建构主义学习环境的设计原则.中国电化教育,2000,(4):12-15
[16] 王军锋,肖晓飞.几种教学设计理论浅析.陕西广播电视大学学报,2005,(3):67-70
[17] 乌美娜.教学设计.北京:高等教育出版社,1994,112-115
[18] 何克抗.教学设计理论与方法研究评论(二).开放教育研究,1998,(3):20-22
[19] 李克东,谢幼如.多媒体教学设计.http://www.hainnu.edu.cn/licb/Reference-data/IDdevelopment/MutilMediaID.htm,2006-4-12
[20] 黄济 ,劳凯声,檀传宝.教育教学理论.http://www.gzsx.net/Article/UploadFiles/200707/20070715191445522.doc,2008-4-12
[21] 看创新教育理论(TRIZ)在高校的应用.http://www.chsi.com.cn/jyzx/200804/20080411/4770868.html.2008-4-10
[22] 黄荣怀,周跃良,王迎.混合式学习的理论与实践.北京:高等教育出版社,2006,16-17
[23] 何克抗.教学系统设计.北京:北京师范大学出版社,2002,45-48
[24] 余胜泉,路秋丽,陈声健.高等学校网络环境下的混合式教学.大学教学, 2005,(11):28-31
[25] 黄荣怀,张进宝,董艳.论网络教学过程的四个关键环节.中国电化教育,2003,(1):61-64
[26] 太阳社.永远不要停止学习的脚步. http://www.sunsecond.com,2007-12-25
[27] 陈声健.高校混合式学习教学设计的研究:[北京师范大学硕士学位论文].北京: 北京师范大学,2006,15-20
[28] 李丽娟.c 语言程序设计教程 .北京:人民邮电出版社,2006,1-2
[29] 南国农,李运林,祝智庭.信息化教育概论.北京:高等教育出版社,2005,51-60
[30] 南国农.信息化教育概论.北京:高等教育出版社,2004,46-50
[31] 王元彬.混合式学习的设计与应用研究:[山东师范大学硕士论文].山东:山东师范大学,2006,24-26
[32] 杨开城.以学习活动为中心的教学设计理论.北京:电子工业出版社,2005,61-65
[33] 杨开城.现代教学设计的理论体系初探.中国电化教育,2002,(2):12-18
[34] 黄荣怀,张振虹,陈庚.网上学习:学习真的发生了吗?.开放教育研究,2007,(6):12-24
[35] 黄荣怀,周跃良,王迎.混合式学习的理论与实践.北京:高等教育出版社,2006,21-23
[36] Shulman.Those who understand: Knowledge growth in teaching. Educational Researcher,1986,15(2):42
[37] Kathy D Munoz.Blackboard vs Moodle A Comparison of Satisfaction with Online Teaching and Learning Tools. http://www.humboldt.edu/~jdv1/moodle/all.htm,2005-3-15
[38] 余胜泉,路秋丽,陈声健.网络环境下的混合式教学:一种新的教学模式. http://www.etc.edu.cn/academist/ysq/gaodengxuexiao.htm,2006-03-20
[39] 陈声健.混合式学习模式中的教学结构要素分析.曲靖师范学院学报,2006,(5):95-99
[40] 董建桥.信息技术与外语教材改革.http://www.etc.edu.cn/show/tougao/xinxi-waiyu.htm,2006-4-10
[41] 汪琼.网络课程:我们的实践和认识.http: // www.gse.pku.edu.cn.qwang.main.gccce2001.pdf,2006-3-6
[42] 黄荣怀,张进宝,董艳.论网络教学过程的四个关键环节.中国电化教育,2003,(1):61-64
[43] 魏霞,王胜.网络学习评价现状分析及对策.中国医学教育技术,2007,(02):109-112
[44] 张元清,马洁.网络教学评价策略的研究.重庆教育学院学报,2007,(3):30-32
[45] 孙万银.网络课程的开发与应用研究:[西北师范大学硕士论文].甘肃:西北师范大学,2007,19-21
[46] 谢幼如,柯清超.网络课程的开发与应用.北京:电子工业出版社,2005:206-207
[47] 黎加厚.Moodle 简介.http://hi.baidu.com/jlhh/blog/item/a4d8c739c48e75f33a87cefe.html,2006-11-13
[48] William H.Moodle architecture, http://docs.moodle.org/en/Moodle_architecture,2006-3-18
[49] Rice IV.Moodle E-Learning Course Development.Packt Publishing Ltd, 2006,68-70
[2] Pumima Valiathan.Blended Learning Models.http://www.learningcircuits.org/2002/aug2002/valiathan.html,2002-08-10
[3] Driscon M.Blended learning-How to Integrate Online and Traditional Learning.http://www.kogan-page.co.uk,2003-16-20
[4] Harvey Singh.Building Effective Blended Learning Programs.Educational Technology,2003,(6):51-53
[5] 何克抗.从 Blended learning 上看教育技术理论的新发展(上).中国电化教育,2003,(3):05-10
[6] 上海市教科院智力开发研究所.美国教育部教育技术白皮书.http://www.elab.org.cn/worldwide/eduinfo/eduinfo07.htm,2000-12-10
[7] 李克东,赵建华.混合学习的原理与应用模式.电化教育研究,2004,(7):1-6
[8] Pumima Valiathan.Blended Learning Models.http://www.learningcircuits.org/2002/aug2002/valiathan.html,2002-08-10
[9] 田世生,傅钢善.BlendedLearning 初步研究.电化教育研究,2004,(7):8-9
[10] 李克东,赵建华.混合学习的原理与应用模式.电化教育研究,2004,(7):1-6
[11] Driscoll M.Blended learning:Let’s get beyond the hype.Learning and Training InnovationsR.2002,(6):36-40
[12] 何克抗.从 Blended learning 上看教育技术理论的新发展(下).中国电化教育,2003,(4):05-10
[13] Rick J Valdez.Blended Learning:将整合方法的影响最大化.http://wwwcentra.corn/download/whitepapers/blendedlearning.pdf,2005-10-12
[14] 何克抗.教学设计理论与方法研究评论(二).开放教育研究,1998,(3):20-22
[15] 杨开城.建构主义学习环境的设计原则.中国电化教育,2000,(4):12-15
[16] 王军锋,肖晓飞.几种教学设计理论浅析.陕西广播电视大学学报,2005,(3):67-70
[17] 乌美娜.教学设计.北京:高等教育出版社,1994,112-115
[18] 何克抗.教学设计理论与方法研究评论(二).开放教育研究,1998,(3):20-22
[19] 李克东,谢幼如.多媒体教学设计.http://www.hainnu.edu.cn/licb/Reference-data/IDdevelopment/MutilMediaID.htm,2006-4-12
[20] 黄济 ,劳凯声,檀传宝.教育教学理论.http://www.gzsx.net/Article/UploadFiles/200707/20070715191445522.doc,2008-4-12
[21] 看创新教育理论(TRIZ)在高校的应用.http://www.chsi.com.cn/jyzx/200804/20080411/4770868.html.2008-4-10
[22] 黄荣怀,周跃良,王迎.混合式学习的理论与实践.北京:高等教育出版社,2006,16-17
[23] 何克抗.教学系统设计.北京:北京师范大学出版社,2002,45-48
[24] 余胜泉,路秋丽,陈声健.高等学校网络环境下的混合式教学.大学教学, 2005,(11):28-31
[25] 黄荣怀,张进宝,董艳.论网络教学过程的四个关键环节.中国电化教育,2003,(1):61-64
[26] 太阳社.永远不要停止学习的脚步. http://www.sunsecond.com,2007-12-25
[27] 陈声健.高校混合式学习教学设计的研究:[北京师范大学硕士学位论文].北京: 北京师范大学,2006,15-20
[28] 李丽娟.c 语言程序设计教程 .北京:人民邮电出版社,2006,1-2
[29] 南国农,李运林,祝智庭.信息化教育概论.北京:高等教育出版社,2005,51-60
[30] 南国农.信息化教育概论.北京:高等教育出版社,2004,46-50
[31] 王元彬.混合式学习的设计与应用研究:[山东师范大学硕士论文].山东:山东师范大学,2006,24-26
[32] 杨开城.以学习活动为中心的教学设计理论.北京:电子工业出版社,2005,61-65
[33] 杨开城.现代教学设计的理论体系初探.中国电化教育,2002,(2):12-18
[34] 黄荣怀,张振虹,陈庚.网上学习:学习真的发生了吗?.开放教育研究,2007,(6):12-24
[35] 黄荣怀,周跃良,王迎.混合式学习的理论与实践.北京:高等教育出版社,2006,21-23
[36] Shulman.Those who understand: Knowledge growth in teaching. Educational Researcher,1986,15(2):42
[37] Kathy D Munoz.Blackboard vs Moodle A Comparison of Satisfaction with Online Teaching and Learning Tools. http://www.humboldt.edu/~jdv1/moodle/all.htm,2005-3-15
[38] 余胜泉,路秋丽,陈声健.网络环境下的混合式教学:一种新的教学模式. http://www.etc.edu.cn/academist/ysq/gaodengxuexiao.htm,2006-03-20
[39] 陈声健.混合式学习模式中的教学结构要素分析.曲靖师范学院学报,2006,(5):95-99
[40] 董建桥.信息技术与外语教材改革.http://www.etc.edu.cn/show/tougao/xinxi-waiyu.htm,2006-4-10
[41] 汪琼.网络课程:我们的实践和认识.http: // www.gse.pku.edu.cn.qwang.main.gccce2001.pdf,2006-3-6
[42] 黄荣怀,张进宝,董艳.论网络教学过程的四个关键环节.中国电化教育,2003,(1):61-64
[43] 魏霞,王胜.网络学习评价现状分析及对策.中国医学教育技术,2007,(02):109-112
[44] 张元清,马洁.网络教学评价策略的研究.重庆教育学院学报,2007,(3):30-32
[45] 孙万银.网络课程的开发与应用研究:[西北师范大学硕士论文].甘肃:西北师范大学,2007,19-21
[46] 谢幼如,柯清超.网络课程的开发与应用.北京:电子工业出版社,2005:206-207
[47] 黎加厚.Moodle 简介.http://hi.baidu.com/jlhh/blog/item/a4d8c739c48e75f33a87cefe.html,2006-11-13
[48] William H.Moodle architecture, http://docs.moodle.org/en/Moodle_architecture,2006-3-18
[49] Rice IV.Moodle E-Learning Course Development.Packt Publishing Ltd, 2006,68-70