本文選題：學(xué)習(xí)活動(dòng) + 遠(yuǎn)程教育基礎(chǔ)理論　； 參考：《西北師范大學(xué)》2010年碩士論文

【摘要】：教學(xué)的模式有兩種,以“教”為主的教學(xué)模式和以“學(xué)”為主的教學(xué)模式,這兩種教學(xué)模式各有特點(diǎn)。從目前我國的教育模式看,傳統(tǒng)的以“教”為主的模式仍然占主導(dǎo)地位,隨著現(xiàn)代科學(xué)技術(shù)的發(fā)展,網(wǎng)絡(luò)已經(jīng)走入人們的生活,信息技術(shù)環(huán)境下的多媒體、Internet教育網(wǎng)絡(luò)的廣泛應(yīng)用正以自身前衛(wèi)的教學(xué)理念和其特有的方式對(duì)教學(xué)行為方式、教師的專業(yè)化發(fā)展等方面均產(chǎn)生不同程度的影響,更為以“學(xué)”為主的教學(xué)模式提供發(fā)展的空間和基礎(chǔ)。 由于兩種教學(xué)模式各有優(yōu)勢,因此我們不可能完全放棄其中任何一個(gè)。在傳統(tǒng)課堂強(qiáng)大的交互性和社會(huì)化性面前,人們也逐漸認(rèn)識(shí)到技術(shù)并不能夠解決所有的教學(xué)問題,網(wǎng)絡(luò)教學(xué)并不能夠完全取代傳統(tǒng)課堂的學(xué)習(xí),因此近幾年教育技術(shù)領(lǐng)域的研究者試圖將一些理論與技術(shù)相結(jié)合,將傳統(tǒng)教學(xué)與網(wǎng)絡(luò)學(xué)習(xí)相結(jié)合之后應(yīng)用在實(shí)踐中,并取得了一定的成果。本文就是基于這樣的理念,選擇了Google作為研究平臺(tái),設(shè)計(jì)學(xué)習(xí)活動(dòng),將網(wǎng)絡(luò)學(xué)習(xí)模式和傳統(tǒng)的課堂教學(xué)模式結(jié)合起來。 目前網(wǎng)絡(luò)學(xué)習(xí)的平臺(tái)數(shù)不勝數(shù),然而Google平臺(tái)以其方便使用、低成本等特點(diǎn)成為本文的選擇。本論文借鑒四種教學(xué)設(shè)計(jì)模式,以現(xiàn)代學(xué)習(xí)理論為基礎(chǔ),提出基于Google平臺(tái)的學(xué)習(xí)活動(dòng)設(shè)計(jì)流程,依據(jù)現(xiàn)有網(wǎng)絡(luò)學(xué)習(xí)活動(dòng)設(shè)計(jì)的相關(guān)原則、內(nèi)容、策略和Google的特點(diǎn)設(shè)計(jì)學(xué)習(xí)活動(dòng),對(duì)并將其定位于輔助課堂教學(xué),以《遠(yuǎn)程教育基本理論》的教學(xué)實(shí)踐為例,進(jìn)行了設(shè)計(jì)——實(shí)施——再設(shè)計(jì)——實(shí)施的實(shí)踐研究�！哆h(yuǎn)程教育基本理論》課程內(nèi)容為五個(gè)模塊,研究過程中將這五個(gè)模塊劃分為三個(gè)部分,也就是實(shí)踐的三個(gè)階段,學(xué)習(xí)活動(dòng)以小組學(xué)習(xí)形式為主,通過訪談、觀察等方法進(jìn)行總結(jié)。得出兩個(gè)方面的結(jié)論,一是從理論的角度提出基于Google平臺(tái)的學(xué)習(xí)活動(dòng)設(shè)計(jì)流程并進(jìn)行三個(gè)階段的實(shí)踐;二是得到三個(gè)關(guān)于基于Google平臺(tái)的學(xué)習(xí)活動(dòng)輔助課堂教學(xué)的啟示,分別為選擇合理的平臺(tái)、關(guān)注學(xué)生和提高小組學(xué)習(xí)效率。同時(shí),在研究的過程中也發(fā)現(xiàn)了一些問題,包括平臺(tái)和資源兩部分。但總的來說利用本研究提出的基于Google平臺(tái)設(shè)計(jì)學(xué)習(xí)活動(dòng)的流程是能夠?yàn)閭鹘y(tǒng)課堂服務(wù)的,也能夠調(diào)動(dòng)學(xué)生的積極性,因此利用Google平臺(tái)中的工具開展輔助課堂教學(xué)的學(xué)習(xí)活動(dòng)是可行的。
[Abstract]:There are two teaching modes, one is "teaching" and the other is "learning". From the current educational model in China, the traditional mode of "teaching" is still dominant. With the development of modern science and technology, the network has entered people's lives. The wide application of multimedia Internet educational network under the information technology environment is exerting different degrees of influence on teaching behavior and teachers' professional development with its own avant-garde teaching idea and its unique way. A more "learning"-based teaching model provides the space and foundation for development. Because of the advantages of the two teaching models, it is impossible to give up any of them altogether. In the face of the strong interaction and socialization of the traditional classroom, people have come to realize that technology can not solve all the teaching problems, and network teaching can not completely replace the traditional classroom learning. Therefore, in recent years, researchers in the field of educational technology have tried to combine some theories with technology, combine traditional teaching with network learning, and then apply them to practice, and have achieved certain results. Based on this idea, this paper chooses Google as the research platform, designs the learning activities, and combines the network learning model with the traditional classroom teaching model. At present, the network learning platform is innumerable. However, Google platform has become the choice of this paper because of its convenience and low cost. This paper draws lessons from four kinds of instructional design models, based on modern learning theory, puts forward the design flow of learning activities based on Google platform, designs learning activities according to the relevant principles, contents, strategies and characteristics of Google. Taking the teaching practice of "basic Theory of distance Education" as an example, the practical research of design-implementation-re-design-implementation is carried out. The course content of "basic Theory of distance Education" consists of five modules. In the course of the research, the five modules are divided into three parts, that is, the three stages of practice. The learning activities are mainly in the form of group learning, which are summarized by interview and observation. Two conclusions are drawn, one is to put forward the design process of learning activities based on Google platform from the theoretical point of view and the other is to get three enlightenments on learning activities based on Google platform to assist classroom teaching. For the choice of a reasonable platform, attention to students and improve the efficiency of group learning. At the same time, some problems are found in the research process, including platform and resource. But in general, the process of designing learning activities based on Google platform proposed by this study can serve the traditional classroom and arouse students' enthusiasm. Therefore, it is feasible to use the tools of Google platform to carry out the learning activities of aiding classroom teaching.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G434

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 劉敬;基于數(shù)字資源的問題引導(dǎo)式教學(xué)研究[D];華中師范大學(xué);2013年

2 龔晨陽;基于工作流引擎的學(xué)習(xí)活動(dòng)編排系統(tǒng)的研究與實(shí)現(xiàn)[D];華中師范大學(xué);2013年

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本文編號(hào)：2028803