【摘要】：文章從背景、理念、過程和產(chǎn)出等四個(gè)方面,探討了雨課堂與聯(lián)通主義的關(guān)系,并比較了兩者的學(xué)習(xí)方式及過程。在闡釋聯(lián)通主義學(xué)習(xí)理論的基礎(chǔ)上,文章開展了為期14周的雨課堂學(xué)習(xí)干預(yù)的實(shí)驗(yàn)性研究,并從信息化與學(xué)習(xí)術(shù)語理解、學(xué)習(xí)收獲度、學(xué)習(xí)過程要素滿意度排序等三個(gè)角度進(jìn)行了對比分析。研究結(jié)果顯示,學(xué)習(xí)活動(dòng)前,學(xué)習(xí)者的信息素養(yǎng)基本處于同一水平;學(xué)習(xí)活動(dòng)后,實(shí)驗(yàn)組的學(xué)習(xí)收獲遠(yuǎn)遠(yuǎn)超過對照組,雨課堂技術(shù)手段的干預(yù)在學(xué)習(xí)活動(dòng)中對學(xué)習(xí)過程起著正向激勵(lì)的作用。文章的研究,從實(shí)踐層面呼應(yīng)并推動(dòng)了聯(lián)通主義知識網(wǎng)絡(luò)的構(gòu)建與流通連接觀的深化。
[Abstract]:This paper probes into the relationship between rain classroom and Unicom from four aspects of background, idea, process and output, and compares their learning methods and processes. On the basis of explaining the learning theory of Unicom, the paper carries out a 14-week experimental study on the intervention of rain classroom learning. This paper makes a comparative analysis from three angles, such as the degree of satisfaction of learning process elements. The results show that the information literacy of learners is basically at the same level before learning activities; After the learning activities, the learning gain of the experimental group is much higher than that of the control group, and the intervention of the technical means in the rain classroom plays a positive role in the learning process. The research of this paper echoes and promotes the construction of the knowledge network of Unicom and the deepening of the view of circulation connection from the aspect of practice.
【作者單位】： 清華大學(xué)深圳研究生院;
【基金】：2017年度教育部在線教育研究中心在線教育基金(全通教育)“基于雨課堂的混合式英語教學(xué)數(shù)據(jù)挖掘及實(shí)證研究”(項(xiàng)目編號:2017YB143) 教育部教育管理信息中心2016 20號文件“基于移動(dòng)互聯(lián)網(wǎng)的教育教學(xué)創(chuàng)新應(yīng)用研究”課題的子課題(項(xiàng)目編號:EMIC201620-100)的階段性研究成果
【分類號】：G434
，

本文編號：2347686