基于Moodle平台下的“课堂—引领式”教学模式的构建与实验研究
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摘要
网络课程、网络学习与传统课堂教学具有各自的优势和不足。如何使两者优势互补,更好提高教学效果,成为目前教育技术领域研究的重要问题。本研究通过考察国内外流行的基本的在线教学模式,探讨了混合式教学、自主式学习以及引领式教学等模式,对比分析了各自的优势和不足,借鉴混合式教学模式和引领式教学的精髓,选择基于社会建构主义理念设计的Moodle网络教学平台,结合我国传统课堂教学的特点,构建并设计出基于moodle平台下的“课堂-引领式教学模式”。模式将教学过程分为建构性学习环境设计、课前在线初学、课堂互动教学、课后拓展训练和发展性教学评价五个环节。
此外,研究者在GNU/Linux发行版的Ubuntu7.10操作系统上架设了Moodle网络教学平台,根据“课堂-引领式”教学模式设置了相关模块。采用单组前后测设计的自然实验研究方法,在高校《教育技术学》课程中将这一模式应用在具体的教学实践中进行验证,并用自编问卷进行测查。实验研究的结果表明,“课堂-引领式教学模式”对提高学生“信息素养能力”、“自主学习能力”、“协作学习能力”及学习成绩都有积极的影响。
There are some advantages and disadvantages among the networking curriculum, networking learning and traditional classroom teaching respectively. How to complement their advantages and improve the teaching effect better is the important problem that current educational technological field tries to explore. This study, by inspecting basic on-line teaching model from internal and external countries, discussing the models of mixed teaching, autonomic learning and guiding teaching, comparing their advantages and disadvantages, making use of the spirit of mixed teaching model and guiding teaching, selecting the platform of Moodle networking teaching based on the design of the social constructive concept, and combining the characteristics of our country’s traditional classroom teaching, constructed and designed the teaching model of classroom-guiding paradigm based on the platform of Moodle. This model divided teaching processing as five steps, such as design of constructive learning environment, online primary learning before class, classroom active teaching, expanding exercise after classroom, and developmental teaching assessment.
Under the Ubuntu7.10 operation system published by GNU/Linux, researcher erected the platform of Moodle networking teaching, and according to the teaching model of classroom-guiding paradigm, established the relative modules. Using the natural experimental method that is the single set of front and behind design, it verified this model in the specific teaching practice from the curriculum of college’s educational technology, and used the self designing questionnaire to exam. The result showed that the teaching model of classroom-guiding paradigm has the positive influence to improve students’the ability of informational diathesis, autonomic learning, coordinate learning and learning performances.
此外,研究者在GNU/Linux发行版的Ubuntu7.10操作系统上架设了Moodle网络教学平台,根据“课堂-引领式”教学模式设置了相关模块。采用单组前后测设计的自然实验研究方法,在高校《教育技术学》课程中将这一模式应用在具体的教学实践中进行验证,并用自编问卷进行测查。实验研究的结果表明,“课堂-引领式教学模式”对提高学生“信息素养能力”、“自主学习能力”、“协作学习能力”及学习成绩都有积极的影响。
There are some advantages and disadvantages among the networking curriculum, networking learning and traditional classroom teaching respectively. How to complement their advantages and improve the teaching effect better is the important problem that current educational technological field tries to explore. This study, by inspecting basic on-line teaching model from internal and external countries, discussing the models of mixed teaching, autonomic learning and guiding teaching, comparing their advantages and disadvantages, making use of the spirit of mixed teaching model and guiding teaching, selecting the platform of Moodle networking teaching based on the design of the social constructive concept, and combining the characteristics of our country’s traditional classroom teaching, constructed and designed the teaching model of classroom-guiding paradigm based on the platform of Moodle. This model divided teaching processing as five steps, such as design of constructive learning environment, online primary learning before class, classroom active teaching, expanding exercise after classroom, and developmental teaching assessment.
Under the Ubuntu7.10 operation system published by GNU/Linux, researcher erected the platform of Moodle networking teaching, and according to the teaching model of classroom-guiding paradigm, established the relative modules. Using the natural experimental method that is the single set of front and behind design, it verified this model in the specific teaching practice from the curriculum of college’s educational technology, and used the self designing questionnaire to exam. The result showed that the teaching model of classroom-guiding paradigm has the positive influence to improve students’the ability of informational diathesis, autonomic learning, coordinate learning and learning performances.
引文
① 梁小晓.基于 Moodle 虚拟学习环境的混合式学习设计与实践[D].四川:四川师范大学计算机科学学院 2007
①何克抗.从 Blendinglearning 看教育技术理论的新发展[j].国家教育行政学院学报,2005, (9):37-48
①梁小晓.基于 Moodle 虚拟学习环境的混合式学习设计与实践[D].四川:四川师范大学计算机科学学院 2007
[1]韩骏 刘菁 开源的网络教学平台 Moodle 系统[J]中小学信息技术教育 2006.1
[2]吉吉吉 网络教学的魔灯——网络时代教师必备 ICT 技能之 Moodle 应用篇[J]信息技术教育 2007.7
[3]梁小晓 基于 Moodle 虚拟学习环境的混合式学习设计与实践[D].四川:四川师范大学计算机科学学院 2007
[4]黎加厚等 黎加厚教授答魔灯(Moodle)相关问题[J]信息技术教育 2006.12
[5]李彪华 Moodle 虚拟学习环境评述[J]韶关学院学报·自然科学 2006.6
[6]刘新阳等 建构主义的网络课程管理系统[J]河北软件职业技术学院学报 2006.9
[7]秦宇 引领式在线学习模式[J]教育信息化 2005.6
[8]邵敏等 Wiki 与 Moodle 相结合在教学应用中的优势分析[J]教育技术导刊 2007.5
[9]孙林桦 E-Learning 在线学习的特点及弊端纠正[J]西安政治学院学报2002.10
[10]王晨 引领式在线教学系统的研究与设计[D]天津大学 2006.6
[11]王基生等 远程教学教学实验的研究[J]中国远程教育 2000.9
[12]王润兰等 基于 moodle 平台的中学物理课网络协作学习探究 [J]中国电化教育 2006.8
[13]吴军 吕开兵 用 MOODLE 构建研究性学习平台[J]中小学信息技术教育 2004.7
[14]肖俊洪译 在线学习者特征分析[J]中国远程教育 2000.11
[15]徐宁 Moodle 环境下混合型学习的研究[J]信息技术教育 2007.7
[16]杨永娟 引领式与自主式在线学习模式的对比研究[J]中国科教创新导刊 2007.第 457 期
[17]叶海松等 Moodle 的二次开发与设计[J]电化教育研究 2007 年第 4 期
[18]玉淑美 论基于 Moodle 的引领式学习的师生交往[J]中国教育信息化 2007.6
[19]袁磊 关于在线学习的评价策略[J]成人教育 2003.12
[20]张金宝 利用 Moodle 系统组织网络教学[J]中国教育网络 2007.6
[21]祝爱芬 基于 moodle 的信息技术与课程整合探究[D].山东:山东师范大学2007
[22]张龙 网络背景下的高职化学自主学习探析[J]南通航运职业技术学院学报 2006.9
[23]钟志贤 走向成功的在线学习[J]全球教育展望 2002.2
[24]黎加厚 MOODLE 课程设计[M]上海:教育出版社 2007.9
[25]黎加厚等 信息化课程设计教程[M]上海:华东师范大学出版社 2007.9
[26]郭进隆 译 彼得·圣吉 著 第五项修炼-学习型组织的艺术与实务[M]上海:上海三联书店 1998
[27]涂涛等 教育技术应用教程[M]四川:重庆出版集团 重庆出版社 2006
[28] Blackboard vs. Moodle,http: // www. humboldt. edu/ ~jdv1/ moodle/ all. htm
[29]Eggen, P. & Kauehak, D. Educational Psychology, 1997,59-62
[30]Pape Liz.From Bricks to Clicks: Blurring Classroom/Cyber Lines School Administrator[J], School Administrator,2006,(8):18
[31]Vaughan, N. Perspectives on Blended Learning in Higher Education [J]. International Journal on E-Learning,2007,(1):81-94
[32]William H. Rice IV. Moodle: E-Learning Course Development. 2002,39-58
[33]http://hi.baidu.com/jlhh/blog/item/a4d8c739c48e75f33a87cefe.html
[34]http://www.jeast.net/student/shnulrg/archives/2007/3471.html
[35]http://218.4.84.38/moodle/mod/resource/view.php?inpopup=true&id=7
[36]http://www.szeblog.cn/user1/408/archives/2007/40323.html
[37]http://www.jeast.net/teacher/jiahou/archives/2007/3435.html
[38]http://cetr.bjtu.org/ReadNews.asp?NewsID=1049 [389http://www.xgjy.cn/JYKY/ShowArticle.asp?ArticleID=1427
[40]http://ide.cuc.edu.cn/news.php?id=69
[41]http://moodle.org
①何克抗.从 Blendinglearning 看教育技术理论的新发展[j].国家教育行政学院学报,2005, (9):37-48
①梁小晓.基于 Moodle 虚拟学习环境的混合式学习设计与实践[D].四川:四川师范大学计算机科学学院 2007
[1]韩骏 刘菁 开源的网络教学平台 Moodle 系统[J]中小学信息技术教育 2006.1
[2]吉吉吉 网络教学的魔灯——网络时代教师必备 ICT 技能之 Moodle 应用篇[J]信息技术教育 2007.7
[3]梁小晓 基于 Moodle 虚拟学习环境的混合式学习设计与实践[D].四川:四川师范大学计算机科学学院 2007
[4]黎加厚等 黎加厚教授答魔灯(Moodle)相关问题[J]信息技术教育 2006.12
[5]李彪华 Moodle 虚拟学习环境评述[J]韶关学院学报·自然科学 2006.6
[6]刘新阳等 建构主义的网络课程管理系统[J]河北软件职业技术学院学报 2006.9
[7]秦宇 引领式在线学习模式[J]教育信息化 2005.6
[8]邵敏等 Wiki 与 Moodle 相结合在教学应用中的优势分析[J]教育技术导刊 2007.5
[9]孙林桦 E-Learning 在线学习的特点及弊端纠正[J]西安政治学院学报2002.10
[10]王晨 引领式在线教学系统的研究与设计[D]天津大学 2006.6
[11]王基生等 远程教学教学实验的研究[J]中国远程教育 2000.9
[12]王润兰等 基于 moodle 平台的中学物理课网络协作学习探究 [J]中国电化教育 2006.8
[13]吴军 吕开兵 用 MOODLE 构建研究性学习平台[J]中小学信息技术教育 2004.7
[14]肖俊洪译 在线学习者特征分析[J]中国远程教育 2000.11
[15]徐宁 Moodle 环境下混合型学习的研究[J]信息技术教育 2007.7
[16]杨永娟 引领式与自主式在线学习模式的对比研究[J]中国科教创新导刊 2007.第 457 期
[17]叶海松等 Moodle 的二次开发与设计[J]电化教育研究 2007 年第 4 期
[18]玉淑美 论基于 Moodle 的引领式学习的师生交往[J]中国教育信息化 2007.6
[19]袁磊 关于在线学习的评价策略[J]成人教育 2003.12
[20]张金宝 利用 Moodle 系统组织网络教学[J]中国教育网络 2007.6
[21]祝爱芬 基于 moodle 的信息技术与课程整合探究[D].山东:山东师范大学2007
[22]张龙 网络背景下的高职化学自主学习探析[J]南通航运职业技术学院学报 2006.9
[23]钟志贤 走向成功的在线学习[J]全球教育展望 2002.2
[24]黎加厚 MOODLE 课程设计[M]上海:教育出版社 2007.9
[25]黎加厚等 信息化课程设计教程[M]上海:华东师范大学出版社 2007.9
[26]郭进隆 译 彼得·圣吉 著 第五项修炼-学习型组织的艺术与实务[M]上海:上海三联书店 1998
[27]涂涛等 教育技术应用教程[M]四川:重庆出版集团 重庆出版社 2006
[28] Blackboard vs. Moodle,http: // www. humboldt. edu/ ~jdv1/ moodle/ all. htm
[29]Eggen, P. & Kauehak, D. Educational Psychology, 1997,59-62
[30]Pape Liz.From Bricks to Clicks: Blurring Classroom/Cyber Lines School Administrator[J], School Administrator,2006,(8):18
[31]Vaughan, N. Perspectives on Blended Learning in Higher Education [J]. International Journal on E-Learning,2007,(1):81-94
[32]William H. Rice IV. Moodle: E-Learning Course Development. 2002,39-58
[33]http://hi.baidu.com/jlhh/blog/item/a4d8c739c48e75f33a87cefe.html
[34]http://www.jeast.net/student/shnulrg/archives/2007/3471.html
[35]http://218.4.84.38/moodle/mod/resource/view.php?inpopup=true&id=7
[36]http://www.szeblog.cn/user1/408/archives/2007/40323.html
[37]http://www.jeast.net/teacher/jiahou/archives/2007/3435.html
[38]http://cetr.bjtu.org/ReadNews.asp?NewsID=1049 [389http://www.xgjy.cn/JYKY/ShowArticle.asp?ArticleID=1427
[40]http://ide.cuc.edu.cn/news.php?id=69
[41]http://moodle.org