本文選題：信息化環(huán)境 + 理解　； 參考：《江南大學(xué)》2017年碩士論文

【摘要】：面對信息技術(shù)的快速發(fā)展,當(dāng)前的教學(xué)設(shè)計理論過分重視教學(xué)設(shè)計的程序與形式范疇,對于信息化環(huán)境下教育現(xiàn)象的解釋力不夠,造成教學(xué)設(shè)計理論滯后于教育現(xiàn)象的變化。其次,當(dāng)前時代隨著人們獲取信息的門檻越來越低,人們獲取信息的門檻越來越低使得理解信息能力的日益凸顯。在信息化環(huán)境下,追求對知識的記憶與提取已經(jīng)無法滿足個人發(fā)展與社會進步的需要,信息化社會中的教學(xué)在于讓學(xué)生理解知識的性質(zhì)、理解知識的生成過程、理解知識與人的實踐關(guān)系、理解知識對人的意義。結(jié)合以上兩點,本研究提出需要圍繞理解構(gòu)建信息化環(huán)境下的教學(xué)理念與框架。本文對信息化環(huán)境下理解性教學(xué)設(shè)計的闡述從“理念—框架—模式”這一邏輯進路展開�！袄砟睢辈糠謱φ撐闹黝}中的關(guān)鍵詞逐一進行討論,分別闡述了信息化環(huán)境、信息化教學(xué)設(shè)計和理解的內(nèi)涵特征,給出了本文對主題的界定。信息化環(huán)境下理解性教學(xué)設(shè)計是以理解為導(dǎo)向的包括教學(xué)內(nèi)容選擇、教學(xué)策略適配、教學(xué)事件安排以及教學(xué)評價的開發(fā)在內(nèi)的系統(tǒng)化方法,教學(xué)設(shè)計展開以及實施過程中需要充分考慮信息化環(huán)境對于提升學(xué)習(xí)績效方面具有的潛力,促進學(xué)習(xí)過程的優(yōu)化�！翱蚣堋辈糠质紫汝U述了信息化環(huán)境下理解性教學(xué)設(shè)計的理論基礎(chǔ),理論基礎(chǔ)為理解性教學(xué)設(shè)計理論的展開提供了獨特的關(guān)注點與話語體系;其次綜述了與促進理解相關(guān)的教學(xué)框架研究,總結(jié)了教學(xué)設(shè)計要素;最后提出了包含了核心層、理解標準層、教學(xué)實施層在內(nèi)的理解性教學(xué)設(shè)計框架�！澳Ｊ健辈糠稚婕暗叫畔⒒h(huán)境下設(shè)計展開理解性教學(xué)相關(guān)的方法、技術(shù)、工具以及理解性教學(xué)的典型應(yīng)用。理解性教學(xué)設(shè)計的展開需要在分析學(xué)習(xí)者先前知識的基礎(chǔ)上設(shè)定理解性目標,利用教學(xué)支架、信息技術(shù)設(shè)計促進理解的教學(xué)過程,在教學(xué)實施過程中對學(xué)生的理解情況展開持續(xù)的過程性評價。在應(yīng)用層面上,理解性教學(xué)設(shè)計的拓展性豐富,能夠指導(dǎo)網(wǎng)絡(luò)課程、課堂教學(xué)的設(shè)計開發(fā),也可以與新型教學(xué)形式相配合等�？偠灾�,信息化環(huán)境的影響、理解的內(nèi)涵與教育訴求、教學(xué)設(shè)計的展開形式是本研究的三個支點,“理念—框架—模式”是本研究組織內(nèi)容的邏輯結(jié)構(gòu)�！袄砟睢笔抢斫庑越虒W(xué)設(shè)計的核心,是相對穩(wěn)定不變的部分;“框架”是設(shè)計的有效要素的集合;“模式”是整個教學(xué)設(shè)計的外延,無法脫離具體情境中的教學(xué)者、教學(xué)條件而存在,并且最容易隨著技術(shù)的發(fā)展而改變。本文試圖以這種從抽象到具象的組織方式盡可能詳細地凸顯信息化環(huán)境理解性教學(xué)設(shè)計的內(nèi)涵特征,希望為后續(xù)研究同行提供參考。
[Abstract]:In the face of the rapid development of information technology, the current instructional design theory pays too much attention to the program and formal category of instructional design, and the explanation of educational phenomenon in the information environment is not enough, which causes the theory of instructional design to lag behind the change of educational phenomenon. Secondly, as the threshold of obtaining information becomes lower and lower in the current era, the ability to understand information becomes more and more prominent. In the information environment, the pursuit of the memory and extraction of knowledge has been unable to meet the needs of personal development and social progress. Teaching in the information society lies in making students understand the nature of knowledge and the process of knowledge generation. Understand the relationship between knowledge and human practice, understand the meaning of knowledge to people. Combined with the above two points, this study puts forward the need to construct the teaching concept and framework under the information environment around understanding. This paper expounds the design of comprehensible teaching in the information environment from the logic path of "idea-frame-mode". In the part of "idea", the key words in the thesis are discussed one by one, and the connotation characteristics of information environment, information teaching design and understanding are expounded respectively, and the definition of the subject is given in this paper. In the information environment, the design of comprehensible teaching is a systematic method, which includes the selection of teaching contents, the adaptation of teaching strategies, the arrangement of teaching events and the development of teaching evaluation. In the process of teaching design development and implementation, the potential of information environment for improving learning performance should be fully considered, and the optimization of learning process should be promoted. In the part of "Framework", the author first expounds the theoretical basis of the understanding instructional design under the information environment, which provides a unique focus and discourse system for the development of the theory of the understanding instructional design. Secondly, it summarizes the research of teaching framework related to promoting understanding, summarizes the elements of teaching design, and finally puts forward an understanding teaching design framework which includes core layer, understanding standard layer and teaching implementation layer. The "pattern" part deals with the methods, techniques, tools and typical applications of designing and developing understanding teaching under the information environment. The development of understanding teaching design needs to set the understanding goal based on the analysis of the learners' previous knowledge, and to use the teaching support and information technology design to promote the teaching process of understanding. In the process of teaching implementation, the students' understanding is evaluated continuously. On the application level, the design of comprehensible teaching is rich in expansibility, which can guide the design and development of network courses and classroom teaching, and can also coordinate with the new teaching forms and so on. In a word, the influence of the information environment, the connotation of understanding and the demand of education, the form of teaching design are the three fulcrum of this study, and "idea-frame-mode" is the logical structure of the research organization. "idea" is the core of comprehensible instructional design and a relatively stable part; "frame" is the collection of effective elements of design; "mode" is the extension of the whole instructional design, and can not be separated from the teacher in the specific situation. Teaching conditions exist and are most likely to change with the development of technology. This paper attempts to highlight the connotative features of the understanding teaching design in the information environment in this way of organization from abstract to concrete, hoping to provide a reference for future research colleagues.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434

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