本文選題：網(wǎng)絡(luò)遠(yuǎn)程教育　切入點(diǎn)：網(wǎng)上教學(xué)　出處：《首都師范大學(xué)》2008年碩士論文

【摘要】： 世紀(jì)之交,以網(wǎng)絡(luò)技術(shù)和多媒體技術(shù)為核心的信息技術(shù)迅速興起、蓬勃發(fā)展,給遠(yuǎn)程教育帶來了新的機(jī)遇和挑戰(zhàn)。世界上的發(fā)達(dá)國家及部分發(fā)展中國家紛紛大力開展以網(wǎng)絡(luò)為媒介的遠(yuǎn)程教育。在我國,網(wǎng)絡(luò)遠(yuǎn)程教育也得到了史無前例的重視�，F(xiàn)代遠(yuǎn)程教育工程的各試點(diǎn)院校紛紛開展網(wǎng)上教學(xué),網(wǎng)上教學(xué)實(shí)踐得到了飛速的發(fā)展。網(wǎng)上教學(xué)最令師生振奮的,除了網(wǎng)上即可閱讀的學(xué)習(xí)資源外,更有可以異步進(jìn)行的在線互動(dòng)教學(xué)。在線異步交互極大地方便了師生和生生間的對(duì)話、交流和相互關(guān)懷,減少了學(xué)生的孤獨(dú)感和疏離感,是網(wǎng)上教學(xué)的核心。 然而,我國網(wǎng)絡(luò)遠(yuǎn)程教育中的在線異步交互還存在一些不可忽視的問題,在線異步交互在教育中的潛力的發(fā)揮還遠(yuǎn)未達(dá)到預(yù)期效果。而國內(nèi)在此方面開展的研究還相對(duì)泛化,針對(duì)性不強(qiáng),可供實(shí)踐借鑒的意義小,尤其缺乏針對(duì)我國電大系統(tǒng)在線異步交互的相關(guān)研究,因此還需要進(jìn)一步的研究和探索。 本研究以探索如何提高在線異步交互的有效性,如何構(gòu)建網(wǎng)上學(xué)習(xí)社區(qū)為出發(fā)點(diǎn),選取中央廣播電視大學(xué)開設(shè)的《語言學(xué)概論(本)》課程進(jìn)行個(gè)案研究,以中央電大電大在線遠(yuǎn)程教學(xué)平臺(tái)該課程的“同常答疑”論壇為研究環(huán)境,以該課程的主持教師和參與本課程“日常答疑”論壇的學(xué)生為研究對(duì)象。本研究采用了質(zhì)的研究和量的研究相結(jié)合的方法,主要包括參與式觀察法、內(nèi)容分析法、網(wǎng)上問卷調(diào)查法和QQ訪談法。在先前研究者對(duì)在線異步交互內(nèi)容和行為的研究基礎(chǔ)上,2007年秋季學(xué)期與主持教師合作對(duì)課程論壇提出了一系列改進(jìn)措施,跟蹤觀察師生在線異步交互的情況,并參與其中,力圖客觀地描述實(shí)施改進(jìn)措施后師生在線異步交互的現(xiàn)狀,并通過問卷和訪談?wù){(diào)查分析影響師生在線異步交互的因素,以采取針對(duì)性的措施促進(jìn)在線異步交互的有效性,力爭(zhēng)在在線異步交互的實(shí)踐探索方面邁出新的一步。 研究表明,由課程主持教師與研究者共同提出和實(shí)施的一系列促進(jìn)師生在線異步交互的舉措在一定程度上推動(dòng)了課程論壇的發(fā)展,取得了一些成果和進(jìn)步。但整體來看,論壇中的在線異步交互還屬于表層的、非實(shí)質(zhì)性的交互。在現(xiàn)狀和影響因素分析的基礎(chǔ)上,本研究主要得出了以下結(jié)論:1.設(shè)計(jì)良好的學(xué)習(xí)活動(dòng)是促進(jìn)學(xué)生參與在線異步交互的關(guān)鍵要素。2.合理的學(xué)生評(píng)價(jià)體系是提高在線異步交互有效性的重要?jiǎng)恿Α?.必要的入門學(xué)習(xí)指導(dǎo)是學(xué)生參與在線異步交互的根本保證。4.適合交流的平臺(tái)設(shè)計(jì)是在線異步交互順利進(jìn)行的前提條件。 作者針對(duì)提高在線異步交互的有效性提出了一些具體可行的建議:1.轉(zhuǎn)變教學(xué)理念,培養(yǎng)應(yīng)用型人才,促進(jìn)學(xué)生的深度學(xué)習(xí)。2.撰寫網(wǎng)上學(xué)習(xí)指導(dǎo)書,加強(qiáng)學(xué)生支持服務(wù),保證學(xué)生順利完成學(xué)業(yè)。3.明確構(gòu)建在線異步交互中各類教師的職責(zé)和分工,為學(xué)生提供個(gè)性化的支持服務(wù)。4.注重網(wǎng)上教學(xué)策略和技巧,促進(jìn)學(xué)生有效學(xué)習(xí)。5.改進(jìn)評(píng)價(jià)方式,促進(jìn)師生持續(xù)、有效的在線異步交互。
[Abstract]:At the turn of the century, the rapid rise of network technology and multimedia technology as the core of information technology rapid development, has brought new opportunities and challenges to the remote education. The developed countries in the world and some developing countries have vigorously carry out distance education in the Internet. In our country, the network distance education has been There was no parallel in history. attention. Have carried out the online teaching in modern distance education project in the pilot colleges, online teaching practice has been rapid development. The most exciting online teaching to teachers and students, in addition to online learning resources can be read, more interactive online teaching can be performed asynchronously. Online asynchronous interaction has greatly facilitated the dialogue between teachers and students, exchanges and mutual care, reduce their loneliness and alienation, is the core of online teaching.
However, China's network of online asynchronous distance education interaction there are still some problems can not be ignored, online asynchronous interaction in the education of the potential is still far from the expected effect. The research and development in China is still relatively generalization, the pertinence is not strong, for the practical significance, especially in view of the lack of related research of online asynchronous interaction in China RTVU System, it needs further research and exploration.
This study is to explore how to improve the effectiveness of online asynchronous interaction, how to build the online learning community as the starting point, select the The Open University of China's introduction to Linguistics "(the) case study of" course, the Central TV University distance online learning platform of the course "usually answering" Forum for research in the course of the host environment teachers and participating in the course of "daily answering" forum of students as the research object. This study adopts the method of qualitative and quantitative, including participant observation, content analysis, online questionnaire and QQ interviews. In the previous research based on research of online asynchronous interaction and content act on the 2007 fall semester and presided over the cooperation of teachers on the course forum proposed a series of improvement measures, tracking observation of online asynchronous interaction between teachers and students, and participate in, To objectively describe the situation after the implementation of measures to improve teachers and students of online asynchronous interaction, and through the questionnaire and interview survey analysis on the influencing factors of online asynchronous interaction between teachers and students, to take targeted measures to promote the effectiveness of online asynchronous interaction, and strive in the practice of online asynchronous interaction to explore a new step.
Research shows that the proposed and implemented a series of measures to promote online asynchronous interaction between teachers and students to promote the development of the forum to a certain extent by the course teacher and presided over the research achievements and progress. But overall, asynchronous online forum in the interaction also belongs to the surface of the interaction, non substantive. Analysis on the status and influencing factors, this study drew the following conclusions: 1. the design of good learning activity is the key factor to promote students to participate in online asynchronous interaction.2. reasonable evaluation system for students is to improve the online asynchronous dynamic interactive.3. important effectiveness of the necessary entry learning guide students to participate in Online asynchronous interaction is fundamental to ensure that the platform design for.4. communication is the prerequisite of online asynchronous interaction smoothly.
The author to improve the effectiveness of online asynchronous interaction and puts forward some feasible suggestions: 1. to change the teaching idea, to cultivate applied talents, promote students' deep learning.2. write online learning instruction, strengthen student support services, ensure that students complete their studies.3. build a clear division of duties and all kinds of teachers' online asynchronous interaction, provide personalized support services.4. pay attention to online teaching strategies and skills for students, promote the students' effective learning.5. improve the evaluation methods, teachers and students, online asynchronous interaction effectively.

【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G434

【引證文獻(xiàn)】

相關(guān)期刊論文 前5條

1 叢榮華;劉亞娟;尚亞麗;;中小學(xué)網(wǎng)絡(luò)教育中師生交互行為研究[J];長(zhǎng)春師范學(xué)院學(xué)報(bào);2011年02期

2 楊素娟;;網(wǎng)絡(luò)課程論壇的認(rèn)知性存在研究[J];中國遠(yuǎn)程教育;2011年03期

3 王軍芳;;師生在線異步交互行為探析[J];大學(xué)教育;2012年06期

4 王紅;張新明;;精品課程的研究現(xiàn)狀調(diào)查——基于中國期刊網(wǎng)的分析[J];襄樊職業(yè)技術(shù)學(xué)院學(xué)報(bào);2010年05期

5 楊素娟;莫冬敏;;網(wǎng)絡(luò)教育課程論壇認(rèn)知性存在的個(gè)案研究[J];中國電化教育;2011年01期

相關(guān)碩士學(xué)位論文 前3條

1 王艷艷;促進(jìn)知識(shí)建構(gòu)的虛擬學(xué)習(xí)社區(qū)動(dòng)物學(xué)交互設(shè)計(jì)[D];河北大學(xué);2010年

2 狄曉暄;以混合式教學(xué)改善遠(yuǎn)程教學(xué)效果的研究[D];首都師范大學(xué);2011年

3 張艷華;中小學(xué)教師遠(yuǎn)程培訓(xùn)在線交互中存在的問題及對(duì)策研究[D];陜西師范大學(xué);2011年

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本文編號(hào)：1707067