本文關(guān)鍵詞： 在線學(xué)習(xí) 現(xiàn)狀 實(shí)施 在線學(xué)習(xí)評(píng)價(jià) 在線學(xué)習(xí)管理　出處：《曲阜師范大學(xué)》2010年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】： 在線學(xué)習(xí)可以跨越時(shí)空的限制,聆聽(tīng)一流教師的授課,迅速掌握自己所需的知識(shí)和技能,是當(dāng)代學(xué)習(xí)的發(fā)展趨勢(shì),也是現(xiàn)代遠(yuǎn)程學(xué)習(xí)方式發(fā)展的一種走勢(shì)�？梢哉f(shuō),作為一種新的學(xué)習(xí)方式,在線學(xué)習(xí)引發(fā)了一場(chǎng)從教育觀念、教育內(nèi)容、教育方法、教育手段到教育模式、教育過(guò)程的全方位的深刻變革,已經(jīng)引起社會(huì)和教育部門(mén)的高度重視。 筆者以“美國(guó)K12在線學(xué)習(xí)發(fā)展研究”為題,對(duì)美國(guó)在線學(xué)習(xí)的發(fā)展脈絡(luò)及現(xiàn)狀、項(xiàng)目建設(shè)與實(shí)施、評(píng)價(jià)標(biāo)準(zhǔn)和評(píng)價(jià)體系、管理策略四個(gè)大方面進(jìn)行了研究,在對(duì)比分析的基礎(chǔ)上,結(jié)合國(guó)內(nèi)在線學(xué)習(xí)現(xiàn)狀,探析我國(guó)在線學(xué)習(xí)的發(fā)展瓶頸。 我國(guó)的在線課程起步較晚。通過(guò)對(duì)國(guó)內(nèi)在線學(xué)習(xí)的分析發(fā)現(xiàn),國(guó)內(nèi)雖然重視將理論指導(dǎo)實(shí)踐,但實(shí)踐面窄、需求分析不夠,針對(duì)性差、深度不夠,影響有限。重視技術(shù)運(yùn)用研究,但缺乏合作,難以形成規(guī)模研究�？傊�,我國(guó)在線學(xué)習(xí)雖在借鑒發(fā)達(dá)國(guó)家經(jīng)驗(yàn)上有所發(fā)展,但目前仍處于探索階段；在線研究還沒(méi)有達(dá)到體系化、標(biāo)準(zhǔn)化的程度,層次較淺,從而在很大程度上影響了在線學(xué)習(xí)的發(fā)展和推廣。 美國(guó)作為全球在線學(xué)習(xí)的佼佼者,其K12在線學(xué)習(xí)開(kāi)闊了我們的思路,為提高我國(guó)在線學(xué)習(xí)的質(zhì)量、推動(dòng)我國(guó)在線教育的發(fā)展、找出適合我國(guó)國(guó)情的在線學(xué)習(xí)之路提供了參考和借鑒。 本文共包括以下六個(gè)部分： 第一部分介紹研究背景、選題的提出以及研究?jī)?nèi)容與方法等。 第二部分是對(duì)美國(guó)K12在線學(xué)習(xí)的相關(guān)概述。 第三部分對(duì)美國(guó)K12在線學(xué)習(xí)建設(shè)與實(shí)施情況進(jìn)行介紹和分析。 第四部分分析美國(guó)K12在線學(xué)習(xí)的評(píng)價(jià)體系與管理機(jī)制,并對(duì)其面臨的挑戰(zhàn)與應(yīng)對(duì)策略進(jìn)行了探究。 第五部分對(duì)本文研究進(jìn)行總結(jié),并基于國(guó)內(nèi)在線學(xué)習(xí)的發(fā)展瓶頸,得出對(duì)我國(guó)在線學(xué)習(xí)發(fā)展的啟示。 第六部分指出研究工作的不足,進(jìn)行展望。 最后,從機(jī)構(gòu)、課程、政策等方面總結(jié)了美國(guó)K12在線學(xué)習(xí)的9個(gè)特點(diǎn),提出了強(qiáng)調(diào)教學(xué)設(shè)計(jì)原則與理念、建立獨(dú)立在線課程評(píng)價(jià)機(jī)構(gòu)等8點(diǎn)對(duì)國(guó)內(nèi)在線學(xué)習(xí)的啟示,并做了相應(yīng)的研究展望。
[Abstract]:Online learning can transcend the limitation of time and space, listen to the teaching of first-class teachers, and quickly master their own knowledge and skills, which is the development trend of contemporary learning. It is also a trend of the development of modern distance learning. It can be said that as a new way of learning, online learning has triggered an educational concept, educational content, educational methods, educational means to the educational model. The profound changes in the process of education have attracted great attention from the society and education departments. With the title of "K12 online Learning Development Research in USA", the author discusses the development and current situation of online learning, project construction and implementation, evaluation criteria and evaluation system. This paper studies four aspects of management strategy. On the basis of comparative analysis and combined with the current situation of online learning in China, the development bottleneck of online learning in China is analyzed. China's online courses start late. Through the analysis of domestic online learning, it is found that although China attaches importance to guiding the theory to practice, but the practical area is narrow, the demand analysis is not enough, the pertinence is not good enough, and the depth is not enough. The influence is limited, but it is difficult to form scale research because of lack of cooperation. In a word, the online learning in China is still in the exploration stage, although it has developed from the experience of the developed countries. The online research has not reached systematization, standardization degree and shallow level, which has greatly affected the development and promotion of online learning. As the leader of online learning in the world, the US K12 online learning broadens our thinking, in order to improve the quality of online learning in China and promote the development of online education in China. To find out the way of online learning suitable for our national conditions provides a reference and reference. This paper consists of the following six parts: The first part introduces the research background, topics and research content and methods. The second part is an overview of American K 12 online learning. The third part introduces and analyzes the construction and implementation of K 12 online learning in the United States. Part 4th analyzes the evaluation system and management mechanism of American K12 online learning, and probes into its challenges and strategies. Part 5th summarizes the research of this paper, and based on the bottleneck of the development of online learning in China, draws inspiration to the development of online learning in China. The 6th part points out the deficiency of the research work, carries on the prospect. Finally, from the organization, curriculum, policy and other aspects summarized the nine characteristics of online learning K12 in the United States, put forward the emphasis on teaching design principles and concepts. Establishing independent online course evaluation institutions and other 8 points for the inspiration of online learning in China, and made the corresponding research prospects.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類(lèi)號(hào)】：G434

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 程愛(ài)景;基礎(chǔ)教育網(wǎng)校發(fā)展及應(yīng)用狀況研究[D];曲阜師范大學(xué);2011年

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本文編號(hào)：1489604