【摘要】：聯(lián)通主義是技術(shù)發(fā)展催化下適應(yīng)時代潮流的重要學習理論,它全面解釋了網(wǎng)絡(luò)時代知識碎片化發(fā)展背景下的學習發(fā)生過程,強調(diào)學習在于建立知識節(jié)點的意義關(guān)聯(lián)以優(yōu)化完善自身知識網(wǎng)絡(luò)。文章闡述了聯(lián)通主義的理論觀點,分析其對網(wǎng)絡(luò)時代教育教學工作的啟示,并進一步探析利用該理論指導設(shè)計微課應(yīng)用與發(fā)展的可行性,從開展微課教學的師生角色新內(nèi)涵、微課資源社區(qū)建設(shè)方針以及微課教學模式設(shè)計等方面,探索聯(lián)通主義指導下微課在教學領(lǐng)域有效發(fā)展的策略與途徑。
[Abstract]:Unicom is an important learning theory that adapts to the trend of the times under the catalysis of technological development. It fully explains the learning process under the background of the fragmentation of knowledge in the network age. It is emphasized that learning is to establish a meaningful association of knowledge nodes in order to optimize and perfect their knowledge networks. This paper expounds the theoretical viewpoint of Unicom, analyzes its enlightenment to the education and teaching work in the network age, and further explores the feasibility of using the theory to guide the application and development of the design of micro-lesson, and from the new connotation of the role of teachers and students to develop micro-lesson teaching. This paper explores the strategies and approaches to the effective development of micro-class in the teaching field under the guidance of Unicom in terms of the policy of community construction of micro-lesson resources and the design of micro-lesson teaching mode.
【作者單位】： 南京師范大學教育科學學院;南京信息職業(yè)技術(shù)學院;石河子大學文學藝術(shù)學院;
【基金】：教育部人文社會科學研究規(guī)劃基金項目“高職教師信息化教學能力發(fā)展研究”(15YJA880108) 江蘇省高等教育教改研究重點課題“基于‘互聯(lián)網(wǎng)+’的繼續(xù)教育泛在學習資源共建共享研究”(2015JSJG068)的成果之一
【分類號】：G434
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本文編號：2163710