在网络环境下教学资源的组织与应用研究
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摘要
信息技术的迅猛发展及其在教育中的广泛应用,决定了资源建设将是高等学校校园网建设的永恒主题。本人在高等院校进行程序设计课程的教学工作过程中,发现目前网络教学资源建设及应用中存在的有效教学资源匮乏和学生获取有效教学资源的能力和途径相对较窄等问题,以程序设计基础课程网络教学资源的为研究对象,论述了网络教学环境下教学资源组织的基本过程,对促进网络教学资源的建设应用具有实践意义。
本课题主要解决的问题是网络环境下教学资源的组织与应用,研究的主要目标是建立适应在本校的网络教学环境中的程序设计教学资源。研究过程中,以现代教育教学理论为指导,注重理论与实践的结合,不断更新教学观念,在应用网络资源,改革教学内容、教学方法、教学模式等方面有了一定的创新。
本论文主要包括六个部分:第一章首先提出了本论文的研究问题,然后介绍了当前国内外网络教学应用的现状和网络教学资源的应用现状,最后介绍了本文主要研究内容和方法。第二章是相关概念的界定,分别介绍什么是教学资源和网络教学资源。第三章归纳总结了网络教学资源的理论基础,明确了其指导意义和价值,然后分析了《教育资源建设技术规范》的标准。第四章提出了网络教学资源组织建设的指导原则和网络教学资源的组织建设过程。第五章是本论文的重点篇章,首先提出了实例选择依据、实例概述和程序设计基础课程分析。然后陈述网络教学平台的搭建,最后论述了网络教学资源的组织实施和应用效果调查分析。第六章是研究总结与展望。
网络教学资源的建设和应用是一个不断探索和丰富的过程,无论在资源形式上还是教学模式上都在不断取得新的突破。本研究涉及的有关程序设计教学资源基本涵盖了各种类型的教学资源,是典型的教学资源的应用。
The rapid and vigorous development of information technology and its wide use in education has determined that construction of resources will be one of the eternal themes for campus net improvement among higher education institutions. I, in teaching program design subject in higher education institutions, have recently discovered such problems that the effective instructional resources are scarce and that the competence and mechanisms for students to acquire such resources are poor and narrow. Therefore, it will have practical significance to improving Web-based instructional resources to elaborate on the fundamental process of instructional resources organization in the context of Web-based instructions, with development of Web-based instructions in program design-based curricular as object of study.
What this research job is trying to resolve is organization and application of instructional resources in the context of Web utilization, with its main goal to establishment of program design-based instructional resources that are adapted for the Web-based instructions at this college. This research, with modern teaching theories as its guidelines, highlights the integration of theory with practice and tries to keep updating teaching sense. Consequently, it has some innovations in the aspects such as Web-based resources application, reforms of contents of courses, of teaching methods and teaching modes, etc.
The paper consists of six parts: The first part raises the problem that the paper tries to research into before making an introduction to the status quos of applications of both Web-based instructions and Web-based instructional resources at home and abroad. Finally, it deals with the chief research methods and contents of research used in the paper. The second part identifies the relevant concepts, describing what instructional resources and Web-based instructional resources are. Part three summarizes the rationale behind Web-based instructional resources and makes clear its directive significance and value before making an analysis of the criteria of Technical Specifications on Instructional Resources Improvement. Part four comes up with the guiding principle for organization and improvement of Web-based instructional resources, and organization and improvement process of instructional resources in the context of Web-based instruction. Part five, as focus of the dissertation, puts forward the optional basis of examples and an overview of the examples, and an analysis of the basic courses for program design. Next, it touches on starting of Web-based instructional platform. In the end, it talks about the organization/execution and investigation/analysis of application effectiveness of Web-based instructional resources. The last part offers summarization and prospect to the study.
The improvement and application of Web-based instructional resources serves as a process of constant exploration and enrichment. People keep making fresh breakthroughs in both resources forms and instructional modes. The instructional resources of program design involved in this paper cover various types of such resources, thus serving as typical application of instructional resources.
本课题主要解决的问题是网络环境下教学资源的组织与应用,研究的主要目标是建立适应在本校的网络教学环境中的程序设计教学资源。研究过程中,以现代教育教学理论为指导,注重理论与实践的结合,不断更新教学观念,在应用网络资源,改革教学内容、教学方法、教学模式等方面有了一定的创新。
本论文主要包括六个部分:第一章首先提出了本论文的研究问题,然后介绍了当前国内外网络教学应用的现状和网络教学资源的应用现状,最后介绍了本文主要研究内容和方法。第二章是相关概念的界定,分别介绍什么是教学资源和网络教学资源。第三章归纳总结了网络教学资源的理论基础,明确了其指导意义和价值,然后分析了《教育资源建设技术规范》的标准。第四章提出了网络教学资源组织建设的指导原则和网络教学资源的组织建设过程。第五章是本论文的重点篇章,首先提出了实例选择依据、实例概述和程序设计基础课程分析。然后陈述网络教学平台的搭建,最后论述了网络教学资源的组织实施和应用效果调查分析。第六章是研究总结与展望。
网络教学资源的建设和应用是一个不断探索和丰富的过程,无论在资源形式上还是教学模式上都在不断取得新的突破。本研究涉及的有关程序设计教学资源基本涵盖了各种类型的教学资源,是典型的教学资源的应用。
The rapid and vigorous development of information technology and its wide use in education has determined that construction of resources will be one of the eternal themes for campus net improvement among higher education institutions. I, in teaching program design subject in higher education institutions, have recently discovered such problems that the effective instructional resources are scarce and that the competence and mechanisms for students to acquire such resources are poor and narrow. Therefore, it will have practical significance to improving Web-based instructional resources to elaborate on the fundamental process of instructional resources organization in the context of Web-based instructions, with development of Web-based instructions in program design-based curricular as object of study.
What this research job is trying to resolve is organization and application of instructional resources in the context of Web utilization, with its main goal to establishment of program design-based instructional resources that are adapted for the Web-based instructions at this college. This research, with modern teaching theories as its guidelines, highlights the integration of theory with practice and tries to keep updating teaching sense. Consequently, it has some innovations in the aspects such as Web-based resources application, reforms of contents of courses, of teaching methods and teaching modes, etc.
The paper consists of six parts: The first part raises the problem that the paper tries to research into before making an introduction to the status quos of applications of both Web-based instructions and Web-based instructional resources at home and abroad. Finally, it deals with the chief research methods and contents of research used in the paper. The second part identifies the relevant concepts, describing what instructional resources and Web-based instructional resources are. Part three summarizes the rationale behind Web-based instructional resources and makes clear its directive significance and value before making an analysis of the criteria of Technical Specifications on Instructional Resources Improvement. Part four comes up with the guiding principle for organization and improvement of Web-based instructional resources, and organization and improvement process of instructional resources in the context of Web-based instruction. Part five, as focus of the dissertation, puts forward the optional basis of examples and an overview of the examples, and an analysis of the basic courses for program design. Next, it touches on starting of Web-based instructional platform. In the end, it talks about the organization/execution and investigation/analysis of application effectiveness of Web-based instructional resources. The last part offers summarization and prospect to the study.
The improvement and application of Web-based instructional resources serves as a process of constant exploration and enrichment. People keep making fresh breakthroughs in both resources forms and instructional modes. The instructional resources of program design involved in this paper cover various types of such resources, thus serving as typical application of instructional resources.
引文
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[2]李真等.国外网络教学的发展状况与启示[J].职业教育研究,2001, (3) :145-147.
[3]李海花,周元春.美国麻省理工学院网络课件开放工程的启示[J].中国远程教育,2003,(5 ) :23-25.
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[7]刘成新.网络教学资源的设计、开发与评价[J].电化教育研究,2000,(3) :27-29.
[8]谢舒潇等.在校大学生数字化学习特征调查与分析[J].电化教育研究,2005,(6) :23-27.
[9]王海燕.高校网络教学实施效果调查与分析—以宁波大学为例[J].宁波大学学报(教育科学版) ,2005,(6) :89-93.
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[18]John D.Bransford, James W.Pellegrino,How People Learn:Bridging Research and Practice[M].National Academy Press2101 Constitution Avenue, N.W.2004.
[19]钟志贤.建构主义学习理论与教学设计[J].电化教育研究,2006,(5) :10-16.
[20]柯清超.主题学习资源设计探索田[J].信息技术教育,2006,(8) :32-33.
[21]武法提.认知灵活性理论和基于 WEB 的教学[J].中国电化教育,2000,(5) :8-11.
[22]刘儒德.论认知灵活性理论[J].北京师范大学学报(社会科学版) ,1999,(5) :61-66.
[23]孟琦,祝智庭.学习资源应用的有效性研究方法—一种实用学分析取向[J].电化教育研究,2006,(5) :17
[24]黄怀荣.计算机支持的协作学习理论与方法[M].北京:人民邮电出版社,2003.5.
[25]赵建华,李克东.信息技术环境下基于协作学习的教学设计[J].电化教育研究,2000,(4) :7-13
[26]Holliman,R.and E.Scanlon.Investigating cooperation and collaboration in near synchronous computer mediated conferences[J].Computers& Education,2006,46:322-335.
[27]邱相彬.社会建构主义视域中的网络学习共同体[J].现代远距离教育,2005,(6) :50-52.
[28]钟志贤.知识建构、学习共同体与互动概念的理解[J].电化教育研究,2005,(11) :20-29.
[29]张建伟.关于网络协作探究学习及其影响因素的实证研究[J].电化教育研究,2002,(8) :38-43.
[30]祝智庭.现代教育技术—走进信息化教育[M].北京:高等教育出版社,2001.9
[31]IEEE.学习对象元数据规范 LOM[S].IEEE,1998
[32]中华人民共和国教育部.教育资源建设技术规范 CELTS-41.1[S].教育部教育信息化技术标准委员会, 2002.12.25
[33]王达光.网络环境下高校教学资源库的构建策略[J].现代教育技术,2005,(3) :38-40.
[34]France Belanger.Dianne H. Jordan.远程学习的评估与实施[M].北京:中国轻工业出版社,2003,69
[35]何克抗,李文光.教育技术学[M].北京:北京师范大学出版社,2002,94～95
[36]廖宏建,吴涛,庄琪.精品课程中优质网络教学资源建构策略的研究与实践策略[J].中国电化教育,2006,(3) :77-79.
[37]曲宏毅,韩锡斌,张明等.网络教学平台的研究进展[J].中国远程教育,2006,(6) :45-46.
[38]熊才平,伍丹.利用 Moodle 学习平台实现教师资源配置城乡一体化实验研究[J].中国电化教育研究,2006,(11) :79-82.
[39] 韩骏,刘着.开源的网络教学平台 Moodle 系统[J].中小学信息技术教育,2006,(1) :73-74.
[40]郭光友等.教学多媒体信息资源表征及应用研究[J].电化教育研究,2002,(10) :16-17.
[41]王秋云等.流媒体技术在远程教育中的应用[J].电化教育研究,2003, (9) :33-35.
[2]李真等.国外网络教学的发展状况与启示[J].职业教育研究,2001, (3) :145-147.
[3]李海花,周元春.美国麻省理工学院网络课件开放工程的启示[J].中国远程教育,2003,(5 ) :23-25.
[4]CW.MIT OpenCourseWare Homepage [DB/OL]. http://ocw.mit.edu/index.html,2006-6-12.
[5]教育部.面向 21 世纪教育振兴行动计划[S].1998-12-24.
[6]陈文汉,张建奇.高等教育网络化教学研究综述[J].比较教育研究,2003,( 9) :46-51.
[7]刘成新.网络教学资源的设计、开发与评价[J].电化教育研究,2000,(3) :27-29.
[8]谢舒潇等.在校大学生数字化学习特征调查与分析[J].电化教育研究,2005,(6) :23-27.
[9]王海燕.高校网络教学实施效果调查与分析—以宁波大学为例[J].宁波大学学报(教育科学版) ,2005,(6) :89-93.
[10]王芳,高凌.积件库与软资源建设[J].中国教育网络,2006,(4) :65-66.
[11]闫寒冰.学习过程设计—信息技术与课程整合的视角[M].北京:教育科学出版社,2005:9.
[12]余武.信息化教学资源的开发和建设[J].电化教育,2001,(9) :15-17.
[13]沈宁.论建构主义指导下的网络教学资源库建设[J].教育传播与技术,2003,(7) :6-9.
[14][美]巴巴拉·西尔斯,丽达·里奇.教育技术:领域的定义和范畴[M].乌美娜,刘雍潜译.北京:中国广播电视大学出版社,1999:35-38.
[15]裴新宁.面向学习者的教学设计[M].北京:教育科学出版社,2005:17
[16]教育部现代远程教育资源建设委员会.现代远程教育资源建设技术规范[S].2000.5.
[17]涂红彩.数字化教学资源的设计与开发[J].开放教育研究,2002,(6) :41-43.
[18]John D.Bransford, James W.Pellegrino,How People Learn:Bridging Research and Practice[M].National Academy Press2101 Constitution Avenue, N.W.2004.
[19]钟志贤.建构主义学习理论与教学设计[J].电化教育研究,2006,(5) :10-16.
[20]柯清超.主题学习资源设计探索田[J].信息技术教育,2006,(8) :32-33.
[21]武法提.认知灵活性理论和基于 WEB 的教学[J].中国电化教育,2000,(5) :8-11.
[22]刘儒德.论认知灵活性理论[J].北京师范大学学报(社会科学版) ,1999,(5) :61-66.
[23]孟琦,祝智庭.学习资源应用的有效性研究方法—一种实用学分析取向[J].电化教育研究,2006,(5) :17
[24]黄怀荣.计算机支持的协作学习理论与方法[M].北京:人民邮电出版社,2003.5.
[25]赵建华,李克东.信息技术环境下基于协作学习的教学设计[J].电化教育研究,2000,(4) :7-13
[26]Holliman,R.and E.Scanlon.Investigating cooperation and collaboration in near synchronous computer mediated conferences[J].Computers& Education,2006,46:322-335.
[27]邱相彬.社会建构主义视域中的网络学习共同体[J].现代远距离教育,2005,(6) :50-52.
[28]钟志贤.知识建构、学习共同体与互动概念的理解[J].电化教育研究,2005,(11) :20-29.
[29]张建伟.关于网络协作探究学习及其影响因素的实证研究[J].电化教育研究,2002,(8) :38-43.
[30]祝智庭.现代教育技术—走进信息化教育[M].北京:高等教育出版社,2001.9
[31]IEEE.学习对象元数据规范 LOM[S].IEEE,1998
[32]中华人民共和国教育部.教育资源建设技术规范 CELTS-41.1[S].教育部教育信息化技术标准委员会, 2002.12.25
[33]王达光.网络环境下高校教学资源库的构建策略[J].现代教育技术,2005,(3) :38-40.
[34]France Belanger.Dianne H. Jordan.远程学习的评估与实施[M].北京:中国轻工业出版社,2003,69
[35]何克抗,李文光.教育技术学[M].北京:北京师范大学出版社,2002,94～95
[36]廖宏建,吴涛,庄琪.精品课程中优质网络教学资源建构策略的研究与实践策略[J].中国电化教育,2006,(3) :77-79.
[37]曲宏毅,韩锡斌,张明等.网络教学平台的研究进展[J].中国远程教育,2006,(6) :45-46.
[38]熊才平,伍丹.利用 Moodle 学习平台实现教师资源配置城乡一体化实验研究[J].中国电化教育研究,2006,(11) :79-82.
[39] 韩骏,刘着.开源的网络教学平台 Moodle 系统[J].中小学信息技术教育,2006,(1) :73-74.
[40]郭光友等.教学多媒体信息资源表征及应用研究[J].电化教育研究,2002,(10) :16-17.
[41]王秋云等.流媒体技术在远程教育中的应用[J].电化教育研究,2003, (9) :33-35.