本文選題：網(wǎng)絡課程 + 資源�。� 參考：《沈陽師范大學》2017年碩士論文

【摘要】：隨著互聯(lián)網(wǎng)的應用領域不斷拓寬,為教育行業(yè)帶來了新的契機,傳統(tǒng)課堂不再是學習的唯一的途徑,網(wǎng)絡課程為終身學習與共享學習資源提供了有效途徑,并且給教育事業(yè)作出了重要的貢獻,課程資源的設計是至關重要的過程之一。由于網(wǎng)絡帶寬的不斷加寬,網(wǎng)絡課程資源中所涉及的高品質視頻、動畫等傳輸問題已經(jīng)不再是教育者研究的重點問題,而課程資源的質量成為新的研究重點。對現(xiàn)有的網(wǎng)絡課程進行觀察,發(fā)現(xiàn)網(wǎng)絡課程資源劃分比較模糊片面,導致知識顆粒過大或是知識點的連接無規(guī)律;單一形式的網(wǎng)絡課程資源,已經(jīng)無法足夠的滿足學習者追求個性化學習的需求;網(wǎng)絡教學資源分布不均勻,以主修課程為主,輔助或是邊緣課程較少。本文依據(jù)網(wǎng)絡課程資源設計開發(fā)的現(xiàn)狀,提出了將網(wǎng)絡課程資源以知識點的形式進行設計開發(fā),有助于學習者學習,進而在明確了本文的研究問題、研究內(nèi)容、研究意義。首先運用文獻研究法充分理解網(wǎng)絡課程和知識點的相關概念,并且了解網(wǎng)絡課程國內(nèi)外的研究現(xiàn)狀和知識點在網(wǎng)絡課程中應用的研究現(xiàn)狀。然后以知識管理理論、建構主義學習理論和非正式學習理論為基礎,為后續(xù)的研究提供理論上的支持。運用案例分析法對中國傳媒大學遠程與繼續(xù)教育學院等設計的網(wǎng)絡課程進行分析,發(fā)現(xiàn)陳述性知識大部分是以文字、圖片的形式存在,程序性知識多以動畫和視頻的形式呈現(xiàn)。依據(jù)網(wǎng)絡課程資源的基本構成、設計開發(fā)原則與參考規(guī)范和已有的設計開發(fā)模型,設計了基于知識點的網(wǎng)絡課程資源設計模型,并且運用設計研究法將該模型運用到實例當中,以《全國計算機等級考試二級——C語言程序設計》中的C語言程序結構為例,設計一個教學案例,最后讓部分學習者進行案例的學習,提出改進意見并進行修改。根據(jù)以上研究提出以下幾點修改意見,網(wǎng)絡課程章節(jié)的排列可以依據(jù)知識點之間的關系進行相應的串聯(lián),讓知識點與知識點之間的連接有依據(jù)性。用多種的學習形式來呈現(xiàn)知識點,這樣可以幫助學習者進行相應的個性化的學習。知識點組塊的大小可以進行適當?shù)慕档?以此來促進學習者的記憶與理解。希望通過本文的研究與提出的相關建議,可以給教育工作者和網(wǎng)絡課程的設計開發(fā)者提供一定的參考。
[Abstract]:With the continuous expansion of the application field of the Internet, it brings a new opportunity for the education industry. Traditional classroom is no longer the only way to learn. Network courses provide an effective way for lifelong learning and sharing learning resources. And has made the important contribution to the education enterprise, the curriculum resources design is one of the vital processes. Due to the widening of network bandwidth, the transmission of high-quality video and animation in network curriculum resources is no longer a key issue for educators, and the quality of curriculum resources has become a new research focus. By observing the existing network courses, it is found that the division of network course resources is rather vague and one-sided, which leads to too large knowledge grains or irregular connection of knowledge points. It is not enough to meet the needs of learners in pursuit of individualized learning. The network teaching resources are not evenly distributed, the major courses are the main, the auxiliary or marginal courses are less. According to the present situation of the design and development of network course resources, this paper puts forward that the design and development of network course resources in the form of knowledge points will help learners to learn, and then make clear the research problems, contents and significance of this paper. Firstly, we use the literature research method to fully understand the related concepts of online courses and knowledge points, and understand the current research situation of online courses at home and abroad and the current situation of the application of knowledge points in online courses. Then, based on knowledge management theory, constructivism learning theory and informal learning theory, it provides theoretical support for further research. By using the case analysis method, this paper analyzes the network courses designed by the College of distance and continuing Education of Communication University of China. It is found that most of the declarative knowledge exists in the form of text and pictures, and the procedural knowledge is mostly presented in the form of animation and video. According to the basic composition of the network course resources, the design and development principles, the reference specifications and the existing design and development model, the design model of the network course resources based on the knowledge point is designed, and the model is applied to the example by the design research method. Taking the structure of C language program in the second level of National computer Grade examination as an example, a teaching case is designed. Finally, some learners are allowed to study the case, put forward some suggestions for improvement and modify it. According to the above research, the following suggestions are put forward: the arrangement of the chapters of the network course can be connected with each other according to the relationship between the knowledge points, so that the connection between the knowledge points and the knowledge points can be based on. Using various learning forms to present knowledge points, this can help learners to carry out the corresponding personalized learning. Knowledge block size can be reduced to promote learners' memory and understanding. It is hoped that this paper can provide some references for educators and web course design developers.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434

【參考文獻】

相關期刊論文 前10條

1 周越;徐繼紅;;知識點提取——教學內(nèi)容的微分析技術[J];電化教育研究;2015年10期

2 鐘元生;劉平;李衛(wèi)群;;網(wǎng)絡課程資源采用中教師對學生的影響初探[J];現(xiàn)代教育技術;2014年11期

3 劉紅俠;王吉成;;淺談高等學校網(wǎng)絡課程資源建設[J];中國校外教育;2013年33期

4 金青;張忠;;構建“知識庫”導向的精品課程教與學平臺——以“生產(chǎn)計劃與控制”課程為例[J];中國遠程教育;2013年03期

5 李遠航;秦丹;;利用Web2.0技術實現(xiàn)網(wǎng)絡課程資源再生研究[J];中國電化教育;2011年04期

6 王竹立;;新建構主義:網(wǎng)絡時代的學習理論[J];遠程教育雜志;2011年02期

7 李克東;謝幼如;;高校網(wǎng)絡課程建設與應用的質性研究[J];開放教育研究;2011年01期

8 祝智庭;;中國教育信息化十年[J];中國電化教育;2011年01期

9 夏歐東;章站士;�；鹗�;余喜;;關于網(wǎng)絡課程開發(fā)現(xiàn)狀與發(fā)展趨勢的思考[J];中國教育信息化;2010年13期

10 張永忠;王昭君;姜珍珍;葉春明;;遠程教學中的媒體選擇策略探究[J];中國電化教育;2010年01期

相關碩士學位論文 前4條

1 陳相霓;網(wǎng)絡課程中知識點模塊的設計與實現(xiàn)[D];天津師范大學;2010年

2 馮愿;網(wǎng)絡教育環(huán)境下教學信息資源的設計與開發(fā)[D];華東師范大學;2006年

3 梁軍妮;基于知識管理的網(wǎng)絡學習資源設計[D];河北大學;2006年

4 樸雪;基于情境認知理論的網(wǎng)絡課程學習環(huán)境建設研究[D];遼寧師范大學;2006年

，

本文編號：1911905