【摘要】：慕課、SPOC、翻轉(zhuǎn)課堂等新興教學(xué)模式的發(fā)展,為學(xué)員跨越淺層學(xué)習(xí),實(shí)現(xiàn)深度學(xué)習(xí)提供了平臺(tái)。隨著教學(xué)模式的改變,教師的角色也發(fā)生了改變。目前,教師在SPOC課程教學(xué)中擔(dān)任多種角色,不僅是課程的開發(fā)者,資源的設(shè)計(jì)者、活動(dòng)的組織者,還是學(xué)員學(xué)習(xí)的督促者、引導(dǎo)者、指導(dǎo)者。多重的角色任務(wù)和繁忙的教學(xué)事務(wù),耗費(fèi)了教師大量的時(shí)間和精力,導(dǎo)致對(duì)學(xué)員的問題反饋不及時(shí)、互動(dòng)交流引導(dǎo)不深入等。鑒于目前的現(xiàn)狀,通過助學(xué)群組來促進(jìn)學(xué)員的深度學(xué)習(xí)不失為一種良策。同伴助學(xué)者在助學(xué)導(dǎo)師的指導(dǎo)下,采用有效的助學(xué)策略能夠促進(jìn)學(xué)員進(jìn)入深度學(xué)習(xí)狀態(tài)。本文聚焦于SPOC助學(xué)群組促進(jìn)學(xué)員深度學(xué)習(xí)的研究,具體研究?jī)?nèi)容包括以下三部分:(1)梳理現(xiàn)有的深度學(xué)習(xí)、助學(xué)者、SPOC的相關(guān)研究,同時(shí)整理助學(xué)群組和深度學(xué)習(xí)的相關(guān)理論知識(shí)。(2)分析SPOC助學(xué)群組的構(gòu)建方法,主要步驟包括明確助學(xué)群組的職責(zé)、確定助學(xué)導(dǎo)師、建立助學(xué)者勝任能力指標(biāo)體系、篩選同伴助學(xué)者、確定助學(xué)活動(dòng)開展方式以及制定助學(xué)者獎(jiǎng)勵(lì)機(jī)制。(3)圍繞SPOC課程的深度學(xué)習(xí)環(huán)節(jié),提出助學(xué)群組促進(jìn)學(xué)員深度學(xué)習(xí)的策略模型,從學(xué)術(shù)、認(rèn)知、情感和技術(shù)四個(gè)方面為學(xué)員提供學(xué)習(xí)支持服務(wù),并對(duì)策略的實(shí)施方法進(jìn)行研究。通過在SPOC平臺(tái)上的實(shí)踐研究發(fā)現(xiàn),助學(xué)群組的助學(xué)支持能夠提高學(xué)員的學(xué)習(xí)參與度,促進(jìn)學(xué)習(xí)共同體對(duì)知識(shí)的深度理解,加強(qiáng)學(xué)員間的深度交互,提升學(xué)員的高階思維能力等。
[Abstract]:The development of new teaching mode, such as Muti, SPOC and flip-flop class, provides a platform for the students to cross the shallow study and realize the depth study. With the change of the teaching mode, the teacher's role has changed. At present, the teacher plays a number of roles in the teaching of the SPOC course, not only the developer of the course, the designer of the resource, the organizer of the activity, or the pusher of the student's study, the leader and the instructor. The multi-role task and the busy teaching affairs cost the teachers a lot of time and energy, resulting in the feedback of the students' problems and the indepth of the interactive communication. In view of the present situation, it is a good way to promote the depth study of the students through the study group. Under the guidance of the student's tutor, the peer-aid student can promote the students to enter the depth study state by adopting the effective student-learning strategy. This paper focuses on the research of the SPOC student group to promote the depth study of the students. The specific research contents include the following three parts: (1) to sort out the related research of the existing depth study, the student and the SPOC, and to organize the relevant theoretical knowledge of the study group and the depth study. and (2) analyzing the construction method of the SPOC student group, which mainly comprises the following steps of: (3) In the course of the depth learning of the SPOC course, the paper puts forward the strategy model of the student group to promote the depth study of the students, and provides the students with the learning support service from the four aspects of the academic, the cognitive, the emotion and the technology, and studies the implementation methods of the strategy. Through the practice research on the SPOC platform, the student support of the student group can improve the learning participation of the students, promote the learning community to understand the depth of the knowledge, strengthen the depth interaction among the students, and improve the high-order thinking ability of the students.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

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