《计算机组装与维护》多元学习环境设计
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摘要
该研究在对多元智能理论和建构主义学习理论进行探讨的同时,建立了以学生为中心的、能充分展示学生个性的多元学习环境模型。该学习环境模型体现了学生和教师、理论和实践、虚拟和现实、远程和现场等的和谐统一,创造了不同学力的个体都能学习的环境。该多元学习环境对“学生的学习意义建构”、“学生个体的多元智能发展”有很大的促进作用,从而培养全面发展的、富有个性的、和谐的学生个体,使每个学生都成为成功的、有效的学习者。并将该学习环境模型与《计算机组装与维护》课程的内容和特点相结合,就形成了该课程的多元学习环境。
该研究建立的《计算机组装与维护》多元学习环境模型与传统的学习环境相比,具有“以学生个体为中心”的特点。“以学生个体为中心”主要强调三层含义:第一,教师和学生在教学上的关系是“学生是学习的主体,教师的主导为学生的学习服务。”;第二,学习环境的个性化,即学习环境要针对每一个学生的与众不同的智能组型,而不仅是针对所有学生的共性;第三,学习环境的多元性。学习环境的多元性一方面是指发展多元智能;另一方面是指意义建构的多个层面。
Is it study in to plural intellectual theory and is it construct doctrine study theory while carrying on the discussion to build to it's time, set up regard student as the centre , can show pluralism , student of individual character study environmental flow chart model fully, carry on pluralism study with student method that state describe to model this environment describe. This has studied environmental model and reflected the harmony of student and teacher , theory and practice , fictitious and realistic , long-range and scene ,etc. is unified , have created different environment of study that individual can all of studying strength . Pluralism this study between environment and " to study meaning is it construct to build student ", " plural intellectual development , student of individual " have heavy facilitation very, thus train all-round developing student with strong character , harmonious individuals, make each student become successful , effective learners.It's time to study the pluralism set up and study the environmental model and compare with traditional study environment, have characteristic that " the individual with students is as the centre ". Whether " individual for in the center with student " mainly emphasize meaning of three layers. First, the relation in teaching between teacher and student is that " students are the subject of study, the teacher's studying and serving for students of leading factor. "; Second, study the individualization of the environment, namely study the environment in the intellectual group type out of the common to be directed against every student, and not only direct against all students' generality; Third, study the pluralism of the environment. It on one hand refers to developing plural intelligence to study the pluralism of the environment; Refer to the meaning and build a lot of aspects constructed on the other hand.
该研究建立的《计算机组装与维护》多元学习环境模型与传统的学习环境相比,具有“以学生个体为中心”的特点。“以学生个体为中心”主要强调三层含义:第一,教师和学生在教学上的关系是“学生是学习的主体,教师的主导为学生的学习服务。”;第二,学习环境的个性化,即学习环境要针对每一个学生的与众不同的智能组型,而不仅是针对所有学生的共性;第三,学习环境的多元性。学习环境的多元性一方面是指发展多元智能;另一方面是指意义建构的多个层面。
Is it study in to plural intellectual theory and is it construct doctrine study theory while carrying on the discussion to build to it's time, set up regard student as the centre , can show pluralism , student of individual character study environmental flow chart model fully, carry on pluralism study with student method that state describe to model this environment describe. This has studied environmental model and reflected the harmony of student and teacher , theory and practice , fictitious and realistic , long-range and scene ,etc. is unified , have created different environment of study that individual can all of studying strength . Pluralism this study between environment and " to study meaning is it construct to build student ", " plural intellectual development , student of individual " have heavy facilitation very, thus train all-round developing student with strong character , harmonious individuals, make each student become successful , effective learners.It's time to study the pluralism set up and study the environmental model and compare with traditional study environment, have characteristic that " the individual with students is as the centre ". Whether " individual for in the center with student " mainly emphasize meaning of three layers. First, the relation in teaching between teacher and student is that " students are the subject of study, the teacher's studying and serving for students of leading factor. "; Second, study the individualization of the environment, namely study the environment in the intellectual group type out of the common to be directed against every student, and not only direct against all students' generality; Third, study the pluralism of the environment. It on one hand refers to developing plural intelligence to study the pluralism of the environment; Refer to the meaning and build a lot of aspects constructed on the other hand.
引文
[1] David Jonassen et al., Constructivism and Computer-MediatedCommunication in Distance Education, The American Journal of DistanceEducation Vol.9 No.2, 1995.
[2] Brent G.Wilson, Metaphors for Instruction: Why We Talk About LearningEnvironments, Educational Technology, Sept-Oct 1995.
[3] Chris Dede, The Evolution of Constructivist Learning Environments:Immersion in Distributed Virtual Worlds, Educational Technology, Sept-Oct1995.
[4] David Griffiths, Environmental Challenges: Making a Difference in theClassroom, Proceedings of CAL 97, P95-P99,1997.
[5] R.E.Calza and J.T.Meade, GenTechnique: Learning Molecular Biology withina Networked Environment, Proceeding of CAL 97, P165-P168.1997.
[6] 江泽民,江泽民在北师大百年校庆大会上的重要讲话[J].上海教育,2002(18)
[7] 蔡克勇,多元智能理论与全面素质教育.辽宁教育研究,2000(12)
[8] 夏惠贤,多元智力理论与个性化教学,上海:上海科技教育出版社2003年10月:56
[9] 霍华德-加德纳著,沈致隆译.多元智能,北京:新华出版社1999年10月:15,33,54
[10] 彭聃龄,“认知心理学”,黑龙江教育出版社,1990年。
[11] [日]山内光哉 编著,“学习与教学心理学”,教育科学出版社,1986年
[12] 何克抗,“建构主义学习理论与建构主义学习环境”,教育传播与技术,1996年第三期(总第12期)。
[13] 何克抗,“建构主义——革新传统教学的理论基础”,1998年
[14] 刘清堂,“试论基于网络的学习环境及其设计”,2003年3月
[15] 余胜泉,“基于Internet的教学模式”,中国电化教育,1998年第4期:
[2] Brent G.Wilson, Metaphors for Instruction: Why We Talk About LearningEnvironments, Educational Technology, Sept-Oct 1995.
[3] Chris Dede, The Evolution of Constructivist Learning Environments:Immersion in Distributed Virtual Worlds, Educational Technology, Sept-Oct1995.
[4] David Griffiths, Environmental Challenges: Making a Difference in theClassroom, Proceedings of CAL 97, P95-P99,1997.
[5] R.E.Calza and J.T.Meade, GenTechnique: Learning Molecular Biology withina Networked Environment, Proceeding of CAL 97, P165-P168.1997.
[6] 江泽民,江泽民在北师大百年校庆大会上的重要讲话[J].上海教育,2002(18)
[7] 蔡克勇,多元智能理论与全面素质教育.辽宁教育研究,2000(12)
[8] 夏惠贤,多元智力理论与个性化教学,上海:上海科技教育出版社2003年10月:56
[9] 霍华德-加德纳著,沈致隆译.多元智能,北京:新华出版社1999年10月:15,33,54
[10] 彭聃龄,“认知心理学”,黑龙江教育出版社,1990年。
[11] [日]山内光哉 编著,“学习与教学心理学”,教育科学出版社,1986年
[12] 何克抗,“建构主义学习理论与建构主义学习环境”,教育传播与技术,1996年第三期(总第12期)。
[13] 何克抗,“建构主义——革新传统教学的理论基础”,1998年
[14] 刘清堂,“试论基于网络的学习环境及其设计”,2003年3月
[15] 余胜泉,“基于Internet的教学模式”,中国电化教育,1998年第4期: