混合式学习在信息技术课程中的应用研究与实践
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摘要
混合式学习(Blended Learning)是随着对网络学习(e-Learning)的反思和传统课堂学习的回归而逐渐被关注的一种学习策略和学习理念。它融合了网络学习和传统课堂学习的优势,弥补了两者的不足;它的目标是为学生更好地学习提供条件,从而提高学生的学习能力和综合素质。可以说混合式学习是对传统教学改革和对e-Learning反思后变革的融合点。
目前,国内外混合式学习主要用于远程教育及企业和政府培训,我国混合式学习也在社会非学历培训界逐渐兴起,但在传统高校教学中的应用尚且不多,本课题将试着对混合式学习在我国学校信息技术课程中的运用展开研究。
本课题中的混合式学习是指以教学目标为导向,在多种学习理论指导下,根据学习内容、学习者及教师自身条件,混合“面对面教学”、“网络学习”和“实践”三种方式来实施教学的一种策略。它是一种“集中的以面对面教学主导”的混合式学习。
本文综合运用了调查研究法、文献研究法、教育实验法等,首先简要阐述了研究开展的背景、现状、意义以及混合式学习的相关理论基础,提出了信息技术课程在混合式学习中的应用模式;其次从前期分析、学习过程、学习支持和学习评价几个方面对信息技术课程中开展混合式学习进行教学设计。实证研究中,在大学信息技术课程中实施混合式学习,通过对实验班和对照班教学效果的定性和定量的分析,验证在信息技术课程中采用混合式学习的有效性。最后,对课题研究中存在的问题进行了反思,并根据教学过程中碰到的问题,提出了教学建议。
在信息技术课程中实施混合式学习,不仅可以使课程目标更好地实现,而且有利于学生综合能力的培养,使学生得到全面发展,实现素质教育的目标。
With the rethinking on e-learning and the return of the traditional classroom learning, blended learning, a kind of learning strategy and learning idea, is gradually paid attention to. With the object of supplying better leaning conditions for the students, it combines the advantages of e-learning and traditional classroom learning and offsets their defects, to improve students’leaning ability and overall quality. Perhaps we can say that blended learning is the fusion spot of the tradition educational reform and the reconsideration of e-learning.
At present, blended learning is mainly applied to long-distance education and trainings of enterprises and government. There is a gradual rise in the application of blended learning in social non-academic education. However its application in traditional institutions of higher learning is rather limited. This paper makes a tentative study of its application in information technology curriculum of higher learning.
In this paper, blended leaning is guided by the teaching objectives and instructed by many learning theories. According to the learning contents, the learners and the conditions of teachers, it combines“face-to-face teaching”,“e-learning”and“practice”. It is a mixed style learning that mainly focuses on the face-to-face teaching style.
This paper utilizes many methodologies, such as investigation methodology, the literature methodology, education experimentation and so on. Firstly, it briefly states the background, present situation and the significance of the research, as well as the related theories of blended learning. And it proposes the application pattern of information technology curriculum in blended learning. Then, from the several aspects of the earlier period analysis, the learning process, the study supports and studies appraises, this paper carries out the teaching design on the application of mixed style learning to the information technology curriculum. In the empirical study, this paper implements blended learning in the university information technology curriculum. Through qualitative and quantitative analysis on the experimental class and comparison class, this paper verifies the validity of the application of blended learning to the information technology curriculum. Finally, this paper reconsiders the problems existing in the research and puts forward teaching proposals according to the problems come across in the teaching process.
The application of blended learning to the information technology curriculum can not only better realize the curriculum objective, but also it can cultivate the synthesizing capacity of the students, to enable the students to obtain the full scale development and achieve the goal of quality-oriented education.
目前,国内外混合式学习主要用于远程教育及企业和政府培训,我国混合式学习也在社会非学历培训界逐渐兴起,但在传统高校教学中的应用尚且不多,本课题将试着对混合式学习在我国学校信息技术课程中的运用展开研究。
本课题中的混合式学习是指以教学目标为导向,在多种学习理论指导下,根据学习内容、学习者及教师自身条件,混合“面对面教学”、“网络学习”和“实践”三种方式来实施教学的一种策略。它是一种“集中的以面对面教学主导”的混合式学习。
本文综合运用了调查研究法、文献研究法、教育实验法等,首先简要阐述了研究开展的背景、现状、意义以及混合式学习的相关理论基础,提出了信息技术课程在混合式学习中的应用模式;其次从前期分析、学习过程、学习支持和学习评价几个方面对信息技术课程中开展混合式学习进行教学设计。实证研究中,在大学信息技术课程中实施混合式学习,通过对实验班和对照班教学效果的定性和定量的分析,验证在信息技术课程中采用混合式学习的有效性。最后,对课题研究中存在的问题进行了反思,并根据教学过程中碰到的问题,提出了教学建议。
在信息技术课程中实施混合式学习,不仅可以使课程目标更好地实现,而且有利于学生综合能力的培养,使学生得到全面发展,实现素质教育的目标。
With the rethinking on e-learning and the return of the traditional classroom learning, blended learning, a kind of learning strategy and learning idea, is gradually paid attention to. With the object of supplying better leaning conditions for the students, it combines the advantages of e-learning and traditional classroom learning and offsets their defects, to improve students’leaning ability and overall quality. Perhaps we can say that blended learning is the fusion spot of the tradition educational reform and the reconsideration of e-learning.
At present, blended learning is mainly applied to long-distance education and trainings of enterprises and government. There is a gradual rise in the application of blended learning in social non-academic education. However its application in traditional institutions of higher learning is rather limited. This paper makes a tentative study of its application in information technology curriculum of higher learning.
In this paper, blended leaning is guided by the teaching objectives and instructed by many learning theories. According to the learning contents, the learners and the conditions of teachers, it combines“face-to-face teaching”,“e-learning”and“practice”. It is a mixed style learning that mainly focuses on the face-to-face teaching style.
This paper utilizes many methodologies, such as investigation methodology, the literature methodology, education experimentation and so on. Firstly, it briefly states the background, present situation and the significance of the research, as well as the related theories of blended learning. And it proposes the application pattern of information technology curriculum in blended learning. Then, from the several aspects of the earlier period analysis, the learning process, the study supports and studies appraises, this paper carries out the teaching design on the application of mixed style learning to the information technology curriculum. In the empirical study, this paper implements blended learning in the university information technology curriculum. Through qualitative and quantitative analysis on the experimental class and comparison class, this paper verifies the validity of the application of blended learning to the information technology curriculum. Finally, this paper reconsiders the problems existing in the research and puts forward teaching proposals according to the problems come across in the teaching process.
The application of blended learning to the information technology curriculum can not only better realize the curriculum objective, but also it can cultivate the synthesizing capacity of the students, to enable the students to obtain the full scale development and achieve the goal of quality-oriented education.
引文
[1]大家谈混合式学习[EB/OL]. http://www.online-edu.org/viewthread.php?tid=2399
[2]祝智庭,孟琦.远程教育中的混合学习[J].中国远处教育,2003(19)
[3] Margaret Driscoll , Blended Learning: Let's get beyond the hype [EB/OL].http://elearningmag.com/ltimagazine/article/articleDetail.jsp?id=11755,(2006)
[4] Michael Orey,Definition of Blended learning [EB/OL].http://mikeorey.myweb.uga.edu/blendedLearning/,(2006)
[5]张利兵. Blended Learning理论研究及其支持系统开发[D].武汉:华中师范大学教育技术系,2005,p5
[6]田世生,傅钢善. Blended Learning初步研究[J].电化教育研究2004(7)
[7]周华杰,陈静娴.Blended Learning把教学要素融合[J].现代教学,2004(11)
[8]王元彬.混合式学习的设计与应用研究[D].山东:山东师范大学教育技术系, 2006,p10
[9]何克抗.从Blending Learning看教育技术理论的新发展(上)[J].中国电化教育,2004(3)
[10]林金辉.大学生情感发展的主要特点和情感品质的培养[J].云南教育,2001(11)
[11]谭浩强.高等学校计算机基础教育改革的新阶段[J].计算机教育,2003(12)
[12]混合学习在企业的效果研究[EB/OL].http://gaozhuo1.blogbus.com/logs/2004/12/525220.html
[13]邹景平.混成学习的典范Basic Blue[EB/OL].http://www.online-edu.org/index.php/action_viewnews_itemid_4714
[14]邹景平.Blended learning的变身[EB/OL].http://www.czedu.com/html/JYYY/152303806.htm
[15]马斯洛.人性能达到的境界[M].昆明:云南人民出版社,1987,p169
[16]Rogers, C.R.Freedom to learn for the 80’s(2nd)[M].Columbus:Merrill,1983, p120
[17]曾荣侠.论人本主义心理学的教育思想及其现实价值[J].华北水利水电学院学报(社科版)2002(11)第18卷第4期
[18]何克抗.建构主义——革新传统教学的理论基础[EB/OL]. http://www.etc.edu.cn/%C2%DB%D6%F8%D1%A1%D5%AA/%BA%CE%BF%CB%BF%B9/jiangouzhuyi-gexinjichu.htm
[19]何克抗.对建构主义的再认识(关于建构主义的教育思想与哲学基础)[EB/OL].http://www.21mxchem.com/Article1/ShowArticle.asp?ArticleID=182
[20]李克东,赵建华.混合学习的原理与应用模式[J].电化教育研究,2004(7)
[21]使用与满足理论[EB/OL]. http://hi.baidu.com/pangzd/blog/item/376deed9450e97ea39012fa0.html
[22]张燕.大学本科BL课程的行动研究——以《多媒体技术》课程为例[D].北京:北京师范大学教育技术系,2004,p17
[23]南国农.信息化教育概论[M].北京:高等教育出版社,2004,p79
[24]黄荣怀等.混合式学习的理论与实践[M].北京:高等教育出版社,2006,p24～26
[25]Purnima Valiathan,Blended Learning Models [DB/OL].http://www.learningcircuits.org/2002/aug2002/valiathan.html,(2006)
[26]李龙.教学过程设计[M].内蒙古人民出版社,2001年8月第2版,P63～64
[27]Walter Dick,Lou Carey,James O.Carey著.教学系统化设计(第五版)[M].北京:高等教育出版社,2004,p77
[28]吴守一.提高课堂讲授效果的探讨[J].江苏大学学报(高教研究版)2004年1月,第26卷第1期
[29]刘儒德,程铁刚,周蕾.网上阅读与纸面阅读行为的对比调查[J].电化教育研究,2004(5)
[30]何光峰.美国几种常用的阅读策略简介[J].语文教学通讯.高中刊,2005(1)
[31]高书瑶.组织讨论的四种方法——讨论法在化学教学中的应用[J].计算机教与学,2005(11)
[32]黄荣怀.计算机支持的协作学习——理论与方法[M].北京:人民教育出版社,2003,p130
[33]郑金洲.教学方法应用指导[M].上海:华东师范大学出版社2006, p176
[34]张志祯,文鑫.提高混合学习有效性的策略[J].中国远程教育,2007年4月
[35]张志泉.论学生学习的反思[J].扬州大学学报(高教研究版),2004年4月第8卷第2期
[36]步春红.中等职业学校混合学习的教学设计与应用研究[D].山东:山东师范大学现代教育技术系,2006,p25
[37]田慧生,李如密著.教学论[M].石家庄:河北教育出版社,1999,p361
[38]王佑镁.电子学档:信息化教学的新思路[DB/OL].http://www.etc.edu.cn/articledigest18/dianzi-xuedang.htm
[39]钟志贤.信息化教学模式[M].北京:教育科学出版社,2005,p216
[40]廖晓翔.实践与反思:新课程的“三维目标”[J].教育导刊,2005(5)
[41]戴海崎等主编.心理与教育测量[M].广州:暨南大学出版社,1999,p69
[42]元莱滨,张亦辉等.调查问卷的信度效度分析[J].当代教育科学,2003(22)
[43]黄荣怀,张进宝,董艳.论网络教学过程的四个关键环节[J].中国电化教育, 2004(3)
[2]祝智庭,孟琦.远程教育中的混合学习[J].中国远处教育,2003(19)
[3] Margaret Driscoll , Blended Learning: Let's get beyond the hype [EB/OL].http://elearningmag.com/ltimagazine/article/articleDetail.jsp?id=11755,(2006)
[4] Michael Orey,Definition of Blended learning [EB/OL].http://mikeorey.myweb.uga.edu/blendedLearning/,(2006)
[5]张利兵. Blended Learning理论研究及其支持系统开发[D].武汉:华中师范大学教育技术系,2005,p5
[6]田世生,傅钢善. Blended Learning初步研究[J].电化教育研究2004(7)
[7]周华杰,陈静娴.Blended Learning把教学要素融合[J].现代教学,2004(11)
[8]王元彬.混合式学习的设计与应用研究[D].山东:山东师范大学教育技术系, 2006,p10
[9]何克抗.从Blending Learning看教育技术理论的新发展(上)[J].中国电化教育,2004(3)
[10]林金辉.大学生情感发展的主要特点和情感品质的培养[J].云南教育,2001(11)
[11]谭浩强.高等学校计算机基础教育改革的新阶段[J].计算机教育,2003(12)
[12]混合学习在企业的效果研究[EB/OL].http://gaozhuo1.blogbus.com/logs/2004/12/525220.html
[13]邹景平.混成学习的典范Basic Blue[EB/OL].http://www.online-edu.org/index.php/action_viewnews_itemid_4714
[14]邹景平.Blended learning的变身[EB/OL].http://www.czedu.com/html/JYYY/152303806.htm
[15]马斯洛.人性能达到的境界[M].昆明:云南人民出版社,1987,p169
[16]Rogers, C.R.Freedom to learn for the 80’s(2nd)[M].Columbus:Merrill,1983, p120
[17]曾荣侠.论人本主义心理学的教育思想及其现实价值[J].华北水利水电学院学报(社科版)2002(11)第18卷第4期
[18]何克抗.建构主义——革新传统教学的理论基础[EB/OL]. http://www.etc.edu.cn/%C2%DB%D6%F8%D1%A1%D5%AA/%BA%CE%BF%CB%BF%B9/jiangouzhuyi-gexinjichu.htm
[19]何克抗.对建构主义的再认识(关于建构主义的教育思想与哲学基础)[EB/OL].http://www.21mxchem.com/Article1/ShowArticle.asp?ArticleID=182
[20]李克东,赵建华.混合学习的原理与应用模式[J].电化教育研究,2004(7)
[21]使用与满足理论[EB/OL]. http://hi.baidu.com/pangzd/blog/item/376deed9450e97ea39012fa0.html
[22]张燕.大学本科BL课程的行动研究——以《多媒体技术》课程为例[D].北京:北京师范大学教育技术系,2004,p17
[23]南国农.信息化教育概论[M].北京:高等教育出版社,2004,p79
[24]黄荣怀等.混合式学习的理论与实践[M].北京:高等教育出版社,2006,p24～26
[25]Purnima Valiathan,Blended Learning Models [DB/OL].http://www.learningcircuits.org/2002/aug2002/valiathan.html,(2006)
[26]李龙.教学过程设计[M].内蒙古人民出版社,2001年8月第2版,P63～64
[27]Walter Dick,Lou Carey,James O.Carey著.教学系统化设计(第五版)[M].北京:高等教育出版社,2004,p77
[28]吴守一.提高课堂讲授效果的探讨[J].江苏大学学报(高教研究版)2004年1月,第26卷第1期
[29]刘儒德,程铁刚,周蕾.网上阅读与纸面阅读行为的对比调查[J].电化教育研究,2004(5)
[30]何光峰.美国几种常用的阅读策略简介[J].语文教学通讯.高中刊,2005(1)
[31]高书瑶.组织讨论的四种方法——讨论法在化学教学中的应用[J].计算机教与学,2005(11)
[32]黄荣怀.计算机支持的协作学习——理论与方法[M].北京:人民教育出版社,2003,p130
[33]郑金洲.教学方法应用指导[M].上海:华东师范大学出版社2006, p176
[34]张志祯,文鑫.提高混合学习有效性的策略[J].中国远程教育,2007年4月
[35]张志泉.论学生学习的反思[J].扬州大学学报(高教研究版),2004年4月第8卷第2期
[36]步春红.中等职业学校混合学习的教学设计与应用研究[D].山东:山东师范大学现代教育技术系,2006,p25
[37]田慧生,李如密著.教学论[M].石家庄:河北教育出版社,1999,p361
[38]王佑镁.电子学档:信息化教学的新思路[DB/OL].http://www.etc.edu.cn/articledigest18/dianzi-xuedang.htm
[39]钟志贤.信息化教学模式[M].北京:教育科学出版社,2005,p216
[40]廖晓翔.实践与反思:新课程的“三维目标”[J].教育导刊,2005(5)
[41]戴海崎等主编.心理与教育测量[M].广州:暨南大学出版社,1999,p69
[42]元莱滨,张亦辉等.调查问卷的信度效度分析[J].当代教育科学,2003(22)
[43]黄荣怀,张进宝,董艳.论网络教学过程的四个关键环节[J].中国电化教育, 2004(3)