基于Moodle平台的职业培训系统设计与开发
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摘要
随着社会的进步、信息科技的飞速发展,各行各业对从业人员的职业素养和业务水平不断提出新的要求。因此,终身学习已成为人们学习生活中不可缺失的一部分。在职职工学习形式除个人主动获取知识的学习以外主要以所在单位组织的培训为主。如何让职业培训过程科学化成为相关研究者的主要研究课题。由于在职工作人员的学习时间不固定、存在专业差异以及学习目的性强等诸多特点,采用传统的教学方法和方式已经无法满足他们对提高职业素养和业务水平的需求。为充分满足这一特殊群体的需求,建立一套适合他们的职业培训系统,让他们能够自主安排学习时间并选择学习内容的新型学习模式已成为亟待解决的问题。
本文以既往职工培训方式和成人学习特点为研究基础,以新疆地区广电行业在职工为研究对象,将网络技术引入职业培训系统中,提出一套基于Moodle (Modular Object Oriented Dynamic Learning Environment,即模块化面向对象的动态学习环境)的职工职业培训方式与方法。这一系统的创新之处是：以Moodle为平台的模块化的学习内容为基础,提出“职业培训三结合”的教学模式,即理论教学与工作实践相结合、案例教学与实际操作相结合以及新技术教学与岗位需求相结合。它的特点是：让学员有针对性得开展学习；重视学员的兴趣与工作需求；教学内容贴近实际工作需求。这些特点将有助于提升职工综合素质。此外,通过网络环境的应用,参加学习的职工在协作意识上也可以得到培养和锻炼。
以Moodle为平台的“职业培训三结合”的教学模式实际应用于新疆广电行业职工培训。依据新疆地区及广播电视行业特点,本人对职业技能进行了划分,制定了培训课程,建立了以Moodle为平台的职业培训系统。该培训系统很好的体现出了设计理念,在具体运行过程中能较好的完成了各种设计功能,在一定程度上缓解了从业人员的职业素养和业务水平与广播电视行业日益增长的需求之间的矛盾。
Due to social progress and the rapid development of information technology, all the industries ask for continuously upgrading occupational stuff and competence of people who have a job. Life study and occupational training become an integral part of people's life and a focus of researchers. For people who have a job, they have features as no fixed study time, various occupations, and clear target of study etc. Traditional teaching method and style will fail to satisfy them in improving their occupational stuff and competence. It's especially important to establish an appropriate occupational training system to allow those people who have a job to arrange study time and select what to learn freely, meeting fully this special group's demand and popularizing life study and occupational training. Based on an analysis into the style of occupational training and the characteristics of adult learning, network technology is made use of in the occupational training for workers of Xinjiang; a set of network-based occupational training style and method is delivered. This training system sets occupational teaching as the target, modularizes the contents to be studied, and delivers the "three-combination mode" of occupational training:combination between theoretic teaching and working practice; combination between case teaching and actual operations; new technology teaching and Position Requirements. Students are free to study pertinently. The whole teaching process attaches importance to the interest and working requirements of students, teaches the contents with close relation to practice, and thus helps the improvement of students' comprehensive stuff. Besides, the application of and learning by network environment trains and builds students'collaboration awareness.
With the broadcasting& TV industry of Xinjiang as the research object, the author takes a detailed analysis into the existing occupational training system of the broadcasting& TV industry of Xinjiang, dividing the occupational skills and compiling training courses. Using the open source network learning platform Moodle (Modular Object Oriented Dynamic Learning Environment) as the backbone the teaching and training platform is built and designed and developed with courses suitable for the characteristics of Xinjiang and the broadcasting& TV industry. After one period's test and use, the initial thought for the design of the training system is basically met, and mitigated is the conflict that the occupational stuff and competence of employees of broadcasting& TV industry cannot meet the demand imposed on them by the increasingly growing broadcasting& TV industry.
本文以既往职工培训方式和成人学习特点为研究基础,以新疆地区广电行业在职工为研究对象,将网络技术引入职业培训系统中,提出一套基于Moodle (Modular Object Oriented Dynamic Learning Environment,即模块化面向对象的动态学习环境)的职工职业培训方式与方法。这一系统的创新之处是：以Moodle为平台的模块化的学习内容为基础,提出“职业培训三结合”的教学模式,即理论教学与工作实践相结合、案例教学与实际操作相结合以及新技术教学与岗位需求相结合。它的特点是：让学员有针对性得开展学习；重视学员的兴趣与工作需求；教学内容贴近实际工作需求。这些特点将有助于提升职工综合素质。此外,通过网络环境的应用,参加学习的职工在协作意识上也可以得到培养和锻炼。
以Moodle为平台的“职业培训三结合”的教学模式实际应用于新疆广电行业职工培训。依据新疆地区及广播电视行业特点,本人对职业技能进行了划分,制定了培训课程,建立了以Moodle为平台的职业培训系统。该培训系统很好的体现出了设计理念,在具体运行过程中能较好的完成了各种设计功能,在一定程度上缓解了从业人员的职业素养和业务水平与广播电视行业日益增长的需求之间的矛盾。
Due to social progress and the rapid development of information technology, all the industries ask for continuously upgrading occupational stuff and competence of people who have a job. Life study and occupational training become an integral part of people's life and a focus of researchers. For people who have a job, they have features as no fixed study time, various occupations, and clear target of study etc. Traditional teaching method and style will fail to satisfy them in improving their occupational stuff and competence. It's especially important to establish an appropriate occupational training system to allow those people who have a job to arrange study time and select what to learn freely, meeting fully this special group's demand and popularizing life study and occupational training. Based on an analysis into the style of occupational training and the characteristics of adult learning, network technology is made use of in the occupational training for workers of Xinjiang; a set of network-based occupational training style and method is delivered. This training system sets occupational teaching as the target, modularizes the contents to be studied, and delivers the "three-combination mode" of occupational training:combination between theoretic teaching and working practice; combination between case teaching and actual operations; new technology teaching and Position Requirements. Students are free to study pertinently. The whole teaching process attaches importance to the interest and working requirements of students, teaches the contents with close relation to practice, and thus helps the improvement of students' comprehensive stuff. Besides, the application of and learning by network environment trains and builds students'collaboration awareness.
With the broadcasting& TV industry of Xinjiang as the research object, the author takes a detailed analysis into the existing occupational training system of the broadcasting& TV industry of Xinjiang, dividing the occupational skills and compiling training courses. Using the open source network learning platform Moodle (Modular Object Oriented Dynamic Learning Environment) as the backbone the teaching and training platform is built and designed and developed with courses suitable for the characteristics of Xinjiang and the broadcasting& TV industry. After one period's test and use, the initial thought for the design of the training system is basically met, and mitigated is the conflict that the occupational stuff and competence of employees of broadcasting& TV industry cannot meet the demand imposed on them by the increasingly growing broadcasting& TV industry.
引文
1 辛文 吕可红；欧盟职业教育与培训的变革取向管窥；国外职业教育；2006 01期
2 黄日强 邓志军；英国的远程职业教育；职业教育研究；2004年3期
3 李海霞；国外远程职业培训的现状与特点浅析；中国远程教育；2007(11)
4 《2005年中国就业报告》；中国劳动社会保障出版社
5 《2005年中国就业报告》中国劳动社会保障出版社
6 石伟平 徐国庆；职业教育课程开发技术；上海教育出版社；2010 94页至96页
7 黎军；网络学习概论；上海人民出版社；2006年第15页
8 董艳 黄荣怀：《浅析基于网络的远程教学模式》；《第六届全球华人计算机教育应用大会论文集》；中央广播电视大学出版社；2002年
9 新疆广播电视系统年鉴；2005
10 何克抗；教学系统设计；北京师范大学出版社；2002年版 149-190页
[1]黄日强.邓志军；英国的远程职业教育[J]；职业教育研究；2004年3期
[2]鲍维尔；联合国教科文组织21世纪前10年计划[R]；第二届国际技术与职业教育大会发言稿；1999(4)
[3]上海信息技术学校；职业教育教学方法研究与实践[M]；化工工业出版社；2010
[4]邓泽民赵沛；职业教育教育设计(第二版)[M]；中国铁道出版社；2009版
[5]石伟平；职业教育课程开发技术[M]；上海教育出版社；2004版
[6]徐国庆；职业教育项目课程开发指南[M]；华东师范大学出版社；2009版
[7]蒋福良；基于网络的教师培训模式探析[J]；中小学教师培训；2007.12
[8]张家祥钱景舫；职业技术教育学[M]；华东师范大学出版社；2001年6月
[9]方德葵；虚拟大学-现代远程教育理论与实践[M]；中国广播电视出版社；2003.8
[10]中国广播电视年鉴[k]2006
[11]新疆广播电视行业年鉴[k]2005
[12]黎加厚；黎加厚教授答魔灯相关问题[J]；信息技术教育；2006年(12)
[13]刘登高；现代职业技术教育模式[M]；现代知识出版社(香港)2000.8
[14]马颖峰；网络环境下的教与学-网络教学模式论[M]；科学出版社；200510
[15]张建伟孙燕青；建构性学习-学习科学的整合性探索[M]；上海教育出版社；2005.6
[16]华莹；基于网络环境下的干部教育研究性学习平台的研究与实现[D]；华东师范大学；2007年
[17]刘耀中；E-Learning:基于网络教育的企业培训模式[J]；电化教育研究；2006(6)
[18]黎加厚；Moodel课程设计[M]；上海教育出版社；2007版
[19]桑新民；学习科学与技术：信息时代大学生学习能力培养[M]；高等教育出版社；2004(9)
[20]林君芬余胜采；关于我国网络课程现状与问题的思考[J]；现代教育技术；20011
[21]李彪华；Moodle虚拟学习环境评述[J]；韶关学院学报·自然科学；2003.6
[22]黎加厚况亮；基于魔灯(Moodle)的信息化学习环境的设计与使用[J]；中小学电教；2006 12
[23]韩丽；浅析基于Moodle平台的教学模式[J]；中小学电教；2007.9
[24]王松涛；基于网络的成人学习及其策略问题[J]；成人教育学刊；2006 5
[25]张琼谢凌凌；网络课程中的学习适应性研究：概念、机制和理论；当代教育论坛：20057
[26]洪光磊；能力本位的职业教育和培训[J]；全球教育展望；1995年02期
[27]林智中陈建生张爽；课程组织[M]；教育科学出版社；2006版
[28]张家全；网络与教学[M]；教育科学出版社；2005版
[29]周蔚陈乃林；成人网络学习与教学模式研究[M]；中国人民大学出版社；2009
[30]Willian H.Rice Ⅳ;Moodle E-Learning Coures Development Pack [M];Publishing Ltd.;2006
[31]Wilbert J. MacKeachie; Research on Teaching at the College and University [M] Level in Handbook; 1980(50)
[32]Robin Mason and Frank rennie;Elearning:The Key Concepts[M];Routledge;2006
2 黄日强 邓志军；英国的远程职业教育；职业教育研究；2004年3期
3 李海霞；国外远程职业培训的现状与特点浅析；中国远程教育；2007(11)
4 《2005年中国就业报告》；中国劳动社会保障出版社
5 《2005年中国就业报告》中国劳动社会保障出版社
6 石伟平 徐国庆；职业教育课程开发技术；上海教育出版社；2010 94页至96页
7 黎军；网络学习概论；上海人民出版社；2006年第15页
8 董艳 黄荣怀：《浅析基于网络的远程教学模式》；《第六届全球华人计算机教育应用大会论文集》；中央广播电视大学出版社；2002年
9 新疆广播电视系统年鉴；2005
10 何克抗；教学系统设计；北京师范大学出版社；2002年版 149-190页
[1]黄日强.邓志军；英国的远程职业教育[J]；职业教育研究；2004年3期
[2]鲍维尔；联合国教科文组织21世纪前10年计划[R]；第二届国际技术与职业教育大会发言稿；1999(4)
[3]上海信息技术学校；职业教育教学方法研究与实践[M]；化工工业出版社；2010
[4]邓泽民赵沛；职业教育教育设计(第二版)[M]；中国铁道出版社；2009版
[5]石伟平；职业教育课程开发技术[M]；上海教育出版社；2004版
[6]徐国庆；职业教育项目课程开发指南[M]；华东师范大学出版社；2009版
[7]蒋福良；基于网络的教师培训模式探析[J]；中小学教师培训；2007.12
[8]张家祥钱景舫；职业技术教育学[M]；华东师范大学出版社；2001年6月
[9]方德葵；虚拟大学-现代远程教育理论与实践[M]；中国广播电视出版社；2003.8
[10]中国广播电视年鉴[k]2006
[11]新疆广播电视行业年鉴[k]2005
[12]黎加厚；黎加厚教授答魔灯相关问题[J]；信息技术教育；2006年(12)
[13]刘登高；现代职业技术教育模式[M]；现代知识出版社(香港)2000.8
[14]马颖峰；网络环境下的教与学-网络教学模式论[M]；科学出版社；200510
[15]张建伟孙燕青；建构性学习-学习科学的整合性探索[M]；上海教育出版社；2005.6
[16]华莹；基于网络环境下的干部教育研究性学习平台的研究与实现[D]；华东师范大学；2007年
[17]刘耀中；E-Learning:基于网络教育的企业培训模式[J]；电化教育研究；2006(6)
[18]黎加厚；Moodel课程设计[M]；上海教育出版社；2007版
[19]桑新民；学习科学与技术：信息时代大学生学习能力培养[M]；高等教育出版社；2004(9)
[20]林君芬余胜采；关于我国网络课程现状与问题的思考[J]；现代教育技术；20011
[21]李彪华；Moodle虚拟学习环境评述[J]；韶关学院学报·自然科学；2003.6
[22]黎加厚况亮；基于魔灯(Moodle)的信息化学习环境的设计与使用[J]；中小学电教；2006 12
[23]韩丽；浅析基于Moodle平台的教学模式[J]；中小学电教；2007.9
[24]王松涛；基于网络的成人学习及其策略问题[J]；成人教育学刊；2006 5
[25]张琼谢凌凌；网络课程中的学习适应性研究：概念、机制和理论；当代教育论坛：20057
[26]洪光磊；能力本位的职业教育和培训[J]；全球教育展望；1995年02期
[27]林智中陈建生张爽；课程组织[M]；教育科学出版社；2006版
[28]张家全；网络与教学[M]；教育科学出版社；2005版
[29]周蔚陈乃林；成人网络学习与教学模式研究[M]；中国人民大学出版社；2009
[30]Willian H.Rice Ⅳ;Moodle E-Learning Coures Development Pack [M];Publishing Ltd.;2006
[31]Wilbert J. MacKeachie; Research on Teaching at the College and University [M] Level in Handbook; 1980(50)
[32]Robin Mason and Frank rennie;Elearning:The Key Concepts[M];Routledge;2006