基于拆分重构策略的信息技术课程资源库的研发
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摘要
本文引出两个必将在资源库建设领域中流行的理念:学习对象和拆分重构,以此作为研究信息技术课程资源开发的切入点和创新之处。
学习对象是一种可重用的数字化教学构件,作为面向对象的计算机科学思想在教育技术领域中的方法延伸,它有着极高的实用价值和广阔的应用前景。
拆分重构策略原本是一种系统设计的方法,却也恰恰是探究性学习的基本规则。本课题研究中借用拆分重构策略来解释基于课程资源库的学习策略,在学习对象理论的指导下,构建适应于拆分重构学习策略的信息技术课程资源库。
论文以湖南省义务教育实验教材《信息技术》为基本内容平台,对九年义务教育阶段五至八年级信息技术课程资源的设计和研制进行了系统的探讨。本文基于课程资源设计开发的研究,对课程资源设计的理论依据、架构模型、技术实现进行了全面的阐述,为课程资源设计与研制提供一种全新的思路:采用积件思想,基于学习对象理论设计可拆分重构的信息技术课程资源库,并通过恰当的组织架构,使之既成为教师教学活动计划与组织的支撑平台,又成为适合于学生自主探究与协作的学习环境。该资源库以学习对象理念和拆分重构策略贯穿始终。系统结构采用模块化,由一系列不同的而又相关联的模块组成,各个模块之间通过反馈和交互手段形成一个体系,建立了各种资源的内在联系,形成资源内在的知识网络,使用者可根据自己的需要使用各模块,也可拆分重构进行需求组合。
This thesis puts forword two ideas: the learning object and division & reconstruction, which will certainly get popular in the domain of the construction of resource storehouse. It will serve as the starting point and innovation in the research of the cultivation of information technology curriculum resources.
The learning object is a digitized teaching component which can be reused. As object-oriented computer science extending into educational technique domain, it has extremely high practical value and broad application prospect.
The strategy of division & reconstruction is originally a method of systematic design, and actually a fundamental rule for inquiry study. In the research of this subject, we’ll use division and reconstruction strategy to explain the study stratey based on the curriculum resource storehouse. Instructed by the theory of the learning object, we’ll construct a resource storehouse of the information technology curriculum adapting to division and reconstruction strategy.
This paper takes the experimental teaching material of compulsory education about Information Technology in Hunan Province as the basic content platform. It systematically studies the design of the information technology curriculum of nine-year compulsory education during the stage from Grade 5 to 8. The research based on the design and cultivation of curriculum resources can help elaborate its theory basis, construction model and technical realization. It also provides one kind of brand-new mentality for the curriculum resource design and its cultivation: Applying the concept of integrable ware, we design the resource storehouse of information based on the theory of study object, therefore making it become a supporting platform for planning and organizing teaching activities through appropriately organized construction. This can also provide students with an environment for independent study and cooperative learning. This storehouse is designed with the idea of study object and reconstruction strategy throughout. The system uses modulation which is composed of a series of different but related modules, among which a system is set up through the feedback and interactive method. Meanwhile it establishes the inner link of different types of resources and forms the intrinsic knowledge network of resources. Users can use various modules and analyze and reconstruct these modules to their own needs.
学习对象是一种可重用的数字化教学构件,作为面向对象的计算机科学思想在教育技术领域中的方法延伸,它有着极高的实用价值和广阔的应用前景。
拆分重构策略原本是一种系统设计的方法,却也恰恰是探究性学习的基本规则。本课题研究中借用拆分重构策略来解释基于课程资源库的学习策略,在学习对象理论的指导下,构建适应于拆分重构学习策略的信息技术课程资源库。
论文以湖南省义务教育实验教材《信息技术》为基本内容平台,对九年义务教育阶段五至八年级信息技术课程资源的设计和研制进行了系统的探讨。本文基于课程资源设计开发的研究,对课程资源设计的理论依据、架构模型、技术实现进行了全面的阐述,为课程资源设计与研制提供一种全新的思路:采用积件思想,基于学习对象理论设计可拆分重构的信息技术课程资源库,并通过恰当的组织架构,使之既成为教师教学活动计划与组织的支撑平台,又成为适合于学生自主探究与协作的学习环境。该资源库以学习对象理念和拆分重构策略贯穿始终。系统结构采用模块化,由一系列不同的而又相关联的模块组成,各个模块之间通过反馈和交互手段形成一个体系,建立了各种资源的内在联系,形成资源内在的知识网络,使用者可根据自己的需要使用各模块,也可拆分重构进行需求组合。
This thesis puts forword two ideas: the learning object and division & reconstruction, which will certainly get popular in the domain of the construction of resource storehouse. It will serve as the starting point and innovation in the research of the cultivation of information technology curriculum resources.
The learning object is a digitized teaching component which can be reused. As object-oriented computer science extending into educational technique domain, it has extremely high practical value and broad application prospect.
The strategy of division & reconstruction is originally a method of systematic design, and actually a fundamental rule for inquiry study. In the research of this subject, we’ll use division and reconstruction strategy to explain the study stratey based on the curriculum resource storehouse. Instructed by the theory of the learning object, we’ll construct a resource storehouse of the information technology curriculum adapting to division and reconstruction strategy.
This paper takes the experimental teaching material of compulsory education about Information Technology in Hunan Province as the basic content platform. It systematically studies the design of the information technology curriculum of nine-year compulsory education during the stage from Grade 5 to 8. The research based on the design and cultivation of curriculum resources can help elaborate its theory basis, construction model and technical realization. It also provides one kind of brand-new mentality for the curriculum resource design and its cultivation: Applying the concept of integrable ware, we design the resource storehouse of information based on the theory of study object, therefore making it become a supporting platform for planning and organizing teaching activities through appropriately organized construction. This can also provide students with an environment for independent study and cooperative learning. This storehouse is designed with the idea of study object and reconstruction strategy throughout. The system uses modulation which is composed of a series of different but related modules, among which a system is set up through the feedback and interactive method. Meanwhile it establishes the inner link of different types of resources and forms the intrinsic knowledge network of resources. Users can use various modules and analyze and reconstruct these modules to their own needs.
引文
[1] 顾建军,李艺.普通高中技术课程标准(实验).武汉:湖北教育出版社,2004:26-30
[2] 张静,刘延申. 中小学教学资源库的建设. 北京:教育信息化. 2004,(7):21-22
[3] 杨平展,王斌,罗兴龙. 麻省理工大学的开放课件对我国大学精品课程建设的启示.长沙:湖南第一师范学报,2007,(2):48-50
[4] 现代远程教育资源建设技术规范(试行).http://www.cve.com.cn.2002,5
[5] 基础教育课程改革纲要(试行) .http://www.cve.com.cn.2001,7
[6] 张青. 现行高中信息技术教材述评.北京:课程教材教法,2005,(2):30-31
[7] 教育部现代远程教育技术标准化委员会.教育资源建设技术规范(征求意见稿)http://www.etc.edu.cn/lunwenji/index.html
[8] 宣绚等.标准化基础教育资源库的研究与设计.兰州:电化教育研究, 2003,(4):23-25
[9] Oliva. P. F(1992). Developing the Curriculum. New York:Harpercollins Publishers Inc:11-14
[10] 黄甫全.大课程论初探. 北京:课程教材教法.2000,(6):1-7
[11] 韩锡斌,程建钢,赵淑莉等. 网络教育资源库建设的研究与实践. 第六届全球华人计算机教育应用大会暨 2002 年全国教育信息化论坛论文集. 北京:中央广播电视大学出版社, 2002,6:472-474
[12] 杨平展,贺亚毛,董武绍.教育技术概论.长沙: 湖南大学出版社, 2000:37-45
[13] 何克抗.教学系统设计.北京:北京师范大学出版社,2002:78-80
[14] Mooney GA,Bligh JG. Information technology in medical education:current and future application . Post grad Med J,1997
[15] M·W·Eysenck, M·T·Keane. 高定国译.认知心理学.上海:华东师范大学出版社.2000:224-232
[16] 何克抗.建构主义--革新传统教学的理论基础.兰州:电化教育研究, 1997,(3):7-8
[17] 陈巧芬.基于网格思想课程资源库系统的构建:[浙江师范大学硕士毕业论文].杭州:浙江师范大学,2005:22-23
[18] 肖川.论学习方式的变革.太原:教育理论与实践, 2002,(3):12-14
[19] National Research Council.Inquiry and the National Science EducationStandards.Washington D.C. :National Academy Press ,2000:24-27
[20] 首鸿燕.基于积件思想的网络教学资源库平台的构建与应用:[浙江大学硕士毕业论文].杭州:浙江大学,2005:10-14
[21] 孙迪, 余胜泉. 建构基于学习对象的网络课程教学设计模板.上海:开放教育研究,2005,(4):71-77
[22] 胡小勇,祝智庭.学习对象—网络教学技术的新理念.兰州:电化教育研究, 2002,(2):26-28
[23] David A. Wiley, II. Learning Object Design and Sequencing Theory.[OL]. http://wiley.ed.usu.edu/docs/dissertation.pdf. 2004,11
[24]Joseph B. South,David W. Monson.A University-wide System for Creating, Capturing, and Delivering Learning Objects.[Online] http://www.reusability.org/ read/chapters /south.doc.2003,5
[25] 毛向辉. 学习物件互联教育体系的智能积木. http://www.online-edu.org/index.php/action_viewnews_itemid_5000.2004,12
[26] 虎嵩林.基于拆分重构策略的自适应设计.成都:计算机应用, 2000,(8):140-142
[27] 休谟. 人性论.北京:商务印书馆, 1982:110-115
[28] 罗廷锦,余胜泉.浅谈教育教学资源库的建设.北京:现代教育技术, 2002,(4):4-7
[29] 李焕勤,郭峰.多媒体网络教学资源库的开发与应用. 北京:现代教育技术, 2005,(4):42-44
[30] Cheryl J. Hamel,David Ryan-Jones.Designing Instruction with Learning Objects.[Online] http://www.ao.uiuc.edu/ijet/v3n1/hamel/.2003,12
[31] 袁顶国,朱德全.论主题式教学设计的内涵、外延与特征.北京:课程教材教法,2006,12
[32] 美 Ben Chan g Mark Scardina Stefan Kiritzov. 陈维军,张静贤,郜竹香译. Oracle 9i XML 手册.北京:机械工业出版社,2002:123-130
[33] (美)Elliotte Rusty Harold. XML 宝典(第二版)(马云等译).北京:电子工业出版社,2002:601- 697
[34] 肖君. 基于 XML-RPC 技术的分布式教育资源库系统.上海:计算机工程, 2005, (10):217-219
[35] 屈喜龙. ASP+SQL Server 开发动态网站实例荟萃. 北京:机械工业出版社, 2006: 120-125
[36] 郭瑞军.ASP 数据库开发实例精粹.北京:电子工业出版社, 2005:45-49
[37] 濮青.远程教学课件中动画技术的研究与实现.成都:计算机应用研究, 2004,(2):56-58
[38] 赵建保,黄军辉.实用多媒体技术与开发工具.北京:电子工业出版社, 2003:80-84
[39] 汤跃明.虚拟现实技术在教育中的应用.北京:科学出版社.2007:158-163
[40] 徐周,黄上腾.基于 XML 实现数据库间信息交换的方法.上海:计算机工程, 2001,(4):177-179
[41] 汪诗林等.开展虚拟实验系统的研究和应用.长沙国防科大:计算机工程与科学, 2000,(2):33-34
[42]Robert Reinhardt 著.曹铭译.Flash MX 宝典.北京:电子工业出版社,2003:234-235
[2] 张静,刘延申. 中小学教学资源库的建设. 北京:教育信息化. 2004,(7):21-22
[3] 杨平展,王斌,罗兴龙. 麻省理工大学的开放课件对我国大学精品课程建设的启示.长沙:湖南第一师范学报,2007,(2):48-50
[4] 现代远程教育资源建设技术规范(试行).http://www.cve.com.cn.2002,5
[5] 基础教育课程改革纲要(试行) .http://www.cve.com.cn.2001,7
[6] 张青. 现行高中信息技术教材述评.北京:课程教材教法,2005,(2):30-31
[7] 教育部现代远程教育技术标准化委员会.教育资源建设技术规范(征求意见稿)http://www.etc.edu.cn/lunwenji/index.html
[8] 宣绚等.标准化基础教育资源库的研究与设计.兰州:电化教育研究, 2003,(4):23-25
[9] Oliva. P. F(1992). Developing the Curriculum. New York:Harpercollins Publishers Inc:11-14
[10] 黄甫全.大课程论初探. 北京:课程教材教法.2000,(6):1-7
[11] 韩锡斌,程建钢,赵淑莉等. 网络教育资源库建设的研究与实践. 第六届全球华人计算机教育应用大会暨 2002 年全国教育信息化论坛论文集. 北京:中央广播电视大学出版社, 2002,6:472-474
[12] 杨平展,贺亚毛,董武绍.教育技术概论.长沙: 湖南大学出版社, 2000:37-45
[13] 何克抗.教学系统设计.北京:北京师范大学出版社,2002:78-80
[14] Mooney GA,Bligh JG. Information technology in medical education:current and future application . Post grad Med J,1997
[15] M·W·Eysenck, M·T·Keane. 高定国译.认知心理学.上海:华东师范大学出版社.2000:224-232
[16] 何克抗.建构主义--革新传统教学的理论基础.兰州:电化教育研究, 1997,(3):7-8
[17] 陈巧芬.基于网格思想课程资源库系统的构建:[浙江师范大学硕士毕业论文].杭州:浙江师范大学,2005:22-23
[18] 肖川.论学习方式的变革.太原:教育理论与实践, 2002,(3):12-14
[19] National Research Council.Inquiry and the National Science EducationStandards.Washington D.C. :National Academy Press ,2000:24-27
[20] 首鸿燕.基于积件思想的网络教学资源库平台的构建与应用:[浙江大学硕士毕业论文].杭州:浙江大学,2005:10-14
[21] 孙迪, 余胜泉. 建构基于学习对象的网络课程教学设计模板.上海:开放教育研究,2005,(4):71-77
[22] 胡小勇,祝智庭.学习对象—网络教学技术的新理念.兰州:电化教育研究, 2002,(2):26-28
[23] David A. Wiley, II. Learning Object Design and Sequencing Theory.[OL]. http://wiley.ed.usu.edu/docs/dissertation.pdf. 2004,11
[24]Joseph B. South,David W. Monson.A University-wide System for Creating, Capturing, and Delivering Learning Objects.[Online] http://www.reusability.org/ read/chapters /south.doc.2003,5
[25] 毛向辉. 学习物件互联教育体系的智能积木. http://www.online-edu.org/index.php/action_viewnews_itemid_5000.2004,12
[26] 虎嵩林.基于拆分重构策略的自适应设计.成都:计算机应用, 2000,(8):140-142
[27] 休谟. 人性论.北京:商务印书馆, 1982:110-115
[28] 罗廷锦,余胜泉.浅谈教育教学资源库的建设.北京:现代教育技术, 2002,(4):4-7
[29] 李焕勤,郭峰.多媒体网络教学资源库的开发与应用. 北京:现代教育技术, 2005,(4):42-44
[30] Cheryl J. Hamel,David Ryan-Jones.Designing Instruction with Learning Objects.[Online] http://www.ao.uiuc.edu/ijet/v3n1/hamel/.2003,12
[31] 袁顶国,朱德全.论主题式教学设计的内涵、外延与特征.北京:课程教材教法,2006,12
[32] 美 Ben Chan g Mark Scardina Stefan Kiritzov. 陈维军,张静贤,郜竹香译. Oracle 9i XML 手册.北京:机械工业出版社,2002:123-130
[33] (美)Elliotte Rusty Harold. XML 宝典(第二版)(马云等译).北京:电子工业出版社,2002:601- 697
[34] 肖君. 基于 XML-RPC 技术的分布式教育资源库系统.上海:计算机工程, 2005, (10):217-219
[35] 屈喜龙. ASP+SQL Server 开发动态网站实例荟萃. 北京:机械工业出版社, 2006: 120-125
[36] 郭瑞军.ASP 数据库开发实例精粹.北京:电子工业出版社, 2005:45-49
[37] 濮青.远程教学课件中动画技术的研究与实现.成都:计算机应用研究, 2004,(2):56-58
[38] 赵建保,黄军辉.实用多媒体技术与开发工具.北京:电子工业出版社, 2003:80-84
[39] 汤跃明.虚拟现实技术在教育中的应用.北京:科学出版社.2007:158-163
[40] 徐周,黄上腾.基于 XML 实现数据库间信息交换的方法.上海:计算机工程, 2001,(4):177-179
[41] 汪诗林等.开展虚拟实验系统的研究和应用.长沙国防科大:计算机工程与科学, 2000,(2):33-34
[42]Robert Reinhardt 著.曹铭译.Flash MX 宝典.北京:电子工业出版社,2003:234-235