混合式學(xué)習(xí)研究及其網(wǎng)絡(luò)教學(xué)支持系統(tǒng)的建構(gòu)
發(fā)布時間：2019-06-18 11:35
【摘要】： 近十幾年來,教育技術(shù)在理論的指引下不斷前進(jìn),應(yīng)用更加廣泛。尤其是這些理論與現(xiàn)在一些先進(jìn)的技術(shù)結(jié)合后,產(chǎn)生了許多優(yōu)化教學(xué)效果、提高教學(xué)效率的手段和工具。這其中就有E-learning的方法,它在教學(xué)中起著舉足輕重的作用。 目前,國外教育技術(shù)界和企業(yè)培訓(xùn)界試圖用Blended Learning來輔助和改造傳統(tǒng)的E-learning,Blended Learning逐漸成為教育技術(shù)界高度關(guān)注的熱點。Blended Learning即混合式學(xué)習(xí),它是為了達(dá)到教與學(xué)的目標(biāo),綜合考慮傳統(tǒng)教學(xué)與E-learning的優(yōu)勢,根據(jù)學(xué)習(xí)內(nèi)容和學(xué)習(xí)者需要以及教師自身的條件對傳遞方式進(jìn)行選取并利用,以提高學(xué)習(xí)質(zhì)量和績效的一種思想�；旌鲜綄W(xué)習(xí)思想對促進(jìn)以網(wǎng)絡(luò)為主的現(xiàn)代信息技術(shù)在教育中的滲透和推廣,具有十分重要的現(xiàn)實意義和指導(dǎo)意義。 混合式學(xué)習(xí)在國外從本世紀(jì)初到現(xiàn)在己經(jīng)走過了從提出、研究到推廣應(yīng)用階段,我國教育技術(shù)界在最近兩年也在對其進(jìn)行文獻(xiàn)及理論層面的探討,并在積極提倡。國內(nèi)外混合式學(xué)習(xí)主要用于遠(yuǎn)程教育及企業(yè)和政府培訓(xùn),我國混合式學(xué)習(xí)也在社會非學(xué)歷培訓(xùn)逐漸興起,但在傳統(tǒng)高校教學(xué)中的應(yīng)用尚未有人進(jìn)行深入研究。為此,我們把如何將混合式學(xué)習(xí)的優(yōu)點應(yīng)用于高校教學(xué)過程中,作為本課題研究的主要內(nèi)容。 本文在探討混合式學(xué)習(xí)的理論基礎(chǔ)、混合式學(xué)習(xí)定義及模式等的基礎(chǔ)上,以我校教育技術(shù)專業(yè)部分課程為例,闡述并建立混合式學(xué)習(xí)的應(yīng)用模式,架構(gòu)出一個混合式學(xué)習(xí)的網(wǎng)絡(luò)教學(xué)支持系統(tǒng),并且在我校教育技術(shù)專業(yè)碩士研究生中進(jìn)行初步的試運(yùn)行。 我們建構(gòu)混合式學(xué)習(xí)支持系統(tǒng),并利用其開展網(wǎng)絡(luò)教學(xué),并不是要教師放棄傳統(tǒng)的面對面的教學(xué)方式。我們要將傳統(tǒng)的課堂教學(xué)和學(xué)生課后在線學(xué)習(xí)兩者進(jìn)行有機(jī)的結(jié)合,針對不同的課程制定相應(yīng)的教學(xué)計劃和方案,充分發(fā)揮出傳統(tǒng)課堂教學(xué)和E-learning的優(yōu)勢,取得最優(yōu)化的教學(xué)效果。 文章首先介紹了國內(nèi)外學(xué)者對混合式學(xué)習(xí)的定義和混合式學(xué)習(xí)的深層涵義,說明混合式學(xué)習(xí)的四種應(yīng)用模式,即引領(lǐng)式學(xué)習(xí)模式、技能驅(qū)動模式、態(tài)度驅(qū)動模式和能力驅(qū)動模式。引領(lǐng)式學(xué)習(xí)模式是指在教師引導(dǎo)和帶領(lǐng)下,學(xué)習(xí)者在特定時間內(nèi)有目標(biāo)、按計劃地學(xué)習(xí)指定的在線課程內(nèi)容;技能驅(qū)動模式是指將自定步調(diào)的自主學(xué)習(xí)同教師的在線指導(dǎo)相結(jié)合;態(tài)度驅(qū)動模式是指傳統(tǒng)的課堂學(xué)習(xí)和在線協(xié)作學(xué)習(xí)的結(jié)合;能力驅(qū)動模式是指學(xué)習(xí)者與專家共同活動并通過在線方式進(jìn)行互動以獲取隱性知識。 繼而,從教學(xué)系統(tǒng)設(shè)計,教學(xué)指導(dǎo)思想,教學(xué)組織形式,學(xué)習(xí)模式,媒體工具等五個方面探討了學(xué)校教育中應(yīng)該如何開展混合式學(xué)習(xí)。提出了課堂教學(xué)和學(xué)生在線學(xué)習(xí)的混合式學(xué)習(xí),建設(shè)學(xué)習(xí)型團(tuán)隊進(jìn)行混合式學(xué)習(xí)以及教師和學(xué)生之間的混合交互學(xué)習(xí)三種混合式學(xué)習(xí)的學(xué)習(xí)方式。探索了基于引領(lǐng)式學(xué)習(xí)模式、技能驅(qū)動模式、態(tài)度驅(qū)動模式、能力驅(qū)動模式四種混合式學(xué)習(xí)模式下的混合式學(xué)習(xí)應(yīng)用方案。 第三,設(shè)計并實現(xiàn)介紹了混合式學(xué)習(xí)的網(wǎng)絡(luò)支持系統(tǒng)。該系統(tǒng)采用PHP和MYSQL為實現(xiàn)工具,以WINDOWS和APACHE為服務(wù)器環(huán)境。在實踐上,為了實現(xiàn)四種混合式教學(xué)模式的網(wǎng)絡(luò)教學(xué)平臺的設(shè)想,設(shè)計建構(gòu)了一個多用戶角色、多教學(xué)模式、多功能的混合式教學(xué)系統(tǒng),集課程開發(fā),教學(xué)實施和教學(xué)管理等功能于一體。該系統(tǒng)的角色包括管理員,教師和學(xué)生。管理員具有管理課程和用戶的權(quán)限,教師具有管理教學(xué)內(nèi)容的權(quán)限,學(xué)生可以利用各種學(xué)習(xí)模式進(jìn)行學(xué)習(xí)。 總體上,根據(jù)不同類型功能,該系統(tǒng)劃分為五個主要模塊,分別是用戶管理模塊,資源管理模塊,課程管理模塊、日志管理模塊和網(wǎng)絡(luò)教學(xué)模塊。每個模塊都分為前臺和后臺兩部分,后臺主要針對管理員和教師進(jìn)行設(shè)計,提供包括課程管理和課程開發(fā)的功能;前臺為學(xué)生服務(wù),提供各種學(xué)習(xí)模式的界面。課程管理是整個系統(tǒng)的核心內(nèi)容,具體實現(xiàn)了前面提出的四種教學(xué)模式。針對不同的教學(xué)模式,教師或管理員可以在后臺管理各種模式的課程,學(xué)生可以根據(jù)教師設(shè)定好的課程模式進(jìn)行學(xué)習(xí),該系統(tǒng)的建構(gòu)方便了混合式學(xué)習(xí)網(wǎng)絡(luò)教學(xué)的進(jìn)行。 其中在引領(lǐng)式學(xué)習(xí)模式下,系統(tǒng)以“周”為單位進(jìn)行教學(xué)管理,教師安排教學(xué)內(nèi)容和學(xué)生進(jìn)行學(xué)習(xí)都必須以教學(xué)周為基本時間單位,保持統(tǒng)一的進(jìn)度;技能驅(qū)動式學(xué)習(xí)模式下教師針對不同學(xué)生的學(xué)習(xí)情況可以做出不同的教學(xué)安排,學(xué)生根據(jù)教師設(shè)定的教學(xué)主題自定步調(diào)的完成學(xué)習(xí);態(tài)度驅(qū)動模式主要采取學(xué)生在線自主學(xué)習(xí)和討論相結(jié)合的形式;能力驅(qū)動模式主要通過學(xué)生和教師共同在線,社區(qū)專題討論的方式實現(xiàn)。 最后,對論文進(jìn)行了總結(jié),提出了文章的創(chuàng)新與特點以及今后進(jìn)一步研究工作。本研究的創(chuàng)新之處在于將混合式學(xué)習(xí)應(yīng)用于傳統(tǒng)高校教學(xué)中,探索了混合式學(xué)習(xí)的學(xué)習(xí)方式,提出了混合式學(xué)習(xí)的應(yīng)用方案。同時開發(fā)了一個混合式教學(xué)支持系統(tǒng),嘗試將技能驅(qū)動模式、態(tài)度驅(qū)動模式、能力驅(qū)動模式和引領(lǐng)式學(xué)習(xí)模式綜合應(yīng)用在該系統(tǒng)之上,充分發(fā)揮他們各自的優(yōu)勢,基本實現(xiàn)了混合式學(xué)習(xí)的網(wǎng)絡(luò)教學(xué)構(gòu)想。
[Abstract]:Over the past ten years, the technology of education is advanced under the guidance of the theory, and the application is more extensive. In particular, after the combination of these theories with some advanced technologies, many methods and tools for optimizing the teaching effect and improving the teaching efficiency are produced. There is an E-learning method in which it plays an important role in teaching. At present, the foreign educational technology community and the enterprise training community try to assist and transform the traditional E-learning, and the extended learning gradually becomes the high education technology boundary. In order to achieve the goal of teaching and learning, it takes into account the advantages of the traditional teaching and the E-learning, and selects and uses the transfer mode according to the learning content and the needs of the learner and the condition of the teacher, so as to improve the learning quality and performance. The idea of the effect is to promote the penetration and promotion of the modern information technology based on the network, which is of great importance. The mixed learning, from the beginning of this century to the present in the beginning of this century, has gone from the point of raising, studying to the promotion and application stage, and in the last two years, the educational technology community of our country has also made a reference to it in the last two years On the basis of the discussion of the level, and in the active promotion, the mixed learning at home and abroad is mainly used for distance education and the training of enterprises and government, and the mixed learning of our country is gradually emerging in the non-academic training of the society, but in the teaching of the traditional colleges and universities The application of hybrid learning can be applied to the teaching process of the university. As the main content of this research, this paper, on the basis of discussing the theory foundation of mixed learning, the definition and mode of mixed learning, and taking part of the course of our school's education technology as an example, expounds and establishes the application mode of the hybrid study. The architecture shows a hybrid learning network teaching support system and is in our school A preliminary trial run is carried out in the Master of Education Master of Education. We construct a hybrid learning support system and use it It does not require the teachers to give up the traditional face-to-face teaching method. We should combine the traditional classroom teaching and the students' online learning with the organic combination, develop the corresponding teaching plan and plan for different courses, and give full play to the traditional classroom The article first introduces the definition of the mixed learning and the deep meaning of the hybrid study at home and abroad, and explains the four kinds of mixed learning. The mode of application, that is, the lead-in learning mode, the skill-driven model, the attitude-driven mode and the ability-driven mode, is the guidance and guidance of the teacher, and the learner has the goal in a specific time, and the specified on-line is studied as planned Course content; skill-driven model refers to the combination of self-paced self-learning with the teacher's online guidance; the attitude-driven model refers to the combination of traditional classroom learning and on-line collaborative learning; the ability The driving mode means that the learner interacts with the experts and interacts with the experts in an online way to obtain the tacit knowledge. This paper discusses how to carry out the mixed learning in the school education in five aspects, such as the form of teaching organization, the learning mode, the media tool and so on. The mixed learning and construction of the classroom teaching and the students' online learning are put forward. In this paper, the learning mode of three kinds of hybrid learning is studied by the mixed learning of the learning team and the mixed interaction between the teacher and the students. The lead-based learning model is explored. , skills-driven mode, attitude-driven mode, and capability-driven mode. Hybrid learning application in learning mode. Third, the design and implementation of the hybrid learning application Network support system. The system adopts PHP and MYSQL as the implement tool, and takes WINDOWS and APACHE as the server environment. On the other hand, in order to realize the idea and design of the network teaching platform of four mixed teaching modes a multi-user role, a multi-mode, multi-function, The system consists of an administrator, a teacher and a study. the administrator has the authority to manage the course and the user, the teacher has the authority to manage the content of the teaching, The system is divided into five main modules, namely a user management module, a resource management module, a course management module, a log management module and a network teaching module. The background is mainly designed for administrators and teachers, including course management and curriculum development. The function of the front desk is the student's service, and provides the interface of various learning modes. The course management is the core of the whole system, and the four teaching modes put forward in the front are realized. For different teaching modes, the teacher or the administrator can In the course of the background management of various modes, the students can study according to the teacher's set course model, and the construction of the system is convenient for the teaching of the hybrid learning network. In the lead-in learning mode, the system is "Zhou" The teaching management, the teaching content of the teacher and the study of the students must take the teaching week as the basic time unit to keep the uniform progress; the teacher's study of the different students in the skill-driven learning mode different teaching arrangements can be made, and the students can make a self-paced completion according to the teaching theme set by the teacher Learning; Attitude-driven model mainly takes the form of the combination of student's online self-study and discussion; the ability to drive The model is mainly realized through the online and community thematic discussion of the students and the teachers. Finally, the paper summarizes the paper and puts forward the innovation of the article. The innovation of this study is to apply the hybrid study to the traditional teaching of higher learning and to explore the way of the mixed learning, and put forward the application of the mixed learning. At the same time, a hybrid teaching support system is developed to try
【學(xué)位授予單位】：第四軍醫(yī)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G434
本文編號：2501454
[Abstract]:Over the past ten years, the technology of education is advanced under the guidance of the theory, and the application is more extensive. In particular, after the combination of these theories with some advanced technologies, many methods and tools for optimizing the teaching effect and improving the teaching efficiency are produced. There is an E-learning method in which it plays an important role in teaching. At present, the foreign educational technology community and the enterprise training community try to assist and transform the traditional E-learning, and the extended learning gradually becomes the high education technology boundary. In order to achieve the goal of teaching and learning, it takes into account the advantages of the traditional teaching and the E-learning, and selects and uses the transfer mode according to the learning content and the needs of the learner and the condition of the teacher, so as to improve the learning quality and performance. The idea of the effect is to promote the penetration and promotion of the modern information technology based on the network, which is of great importance. The mixed learning, from the beginning of this century to the present in the beginning of this century, has gone from the point of raising, studying to the promotion and application stage, and in the last two years, the educational technology community of our country has also made a reference to it in the last two years On the basis of the discussion of the level, and in the active promotion, the mixed learning at home and abroad is mainly used for distance education and the training of enterprises and government, and the mixed learning of our country is gradually emerging in the non-academic training of the society, but in the teaching of the traditional colleges and universities The application of hybrid learning can be applied to the teaching process of the university. As the main content of this research, this paper, on the basis of discussing the theory foundation of mixed learning, the definition and mode of mixed learning, and taking part of the course of our school's education technology as an example, expounds and establishes the application mode of the hybrid study. The architecture shows a hybrid learning network teaching support system and is in our school A preliminary trial run is carried out in the Master of Education Master of Education. We construct a hybrid learning support system and use it It does not require the teachers to give up the traditional face-to-face teaching method. We should combine the traditional classroom teaching and the students' online learning with the organic combination, develop the corresponding teaching plan and plan for different courses, and give full play to the traditional classroom The article first introduces the definition of the mixed learning and the deep meaning of the hybrid study at home and abroad, and explains the four kinds of mixed learning. The mode of application, that is, the lead-in learning mode, the skill-driven model, the attitude-driven mode and the ability-driven mode, is the guidance and guidance of the teacher, and the learner has the goal in a specific time, and the specified on-line is studied as planned Course content; skill-driven model refers to the combination of self-paced self-learning with the teacher's online guidance; the attitude-driven model refers to the combination of traditional classroom learning and on-line collaborative learning; the ability The driving mode means that the learner interacts with the experts and interacts with the experts in an online way to obtain the tacit knowledge. This paper discusses how to carry out the mixed learning in the school education in five aspects, such as the form of teaching organization, the learning mode, the media tool and so on. The mixed learning and construction of the classroom teaching and the students' online learning are put forward. In this paper, the learning mode of three kinds of hybrid learning is studied by the mixed learning of the learning team and the mixed interaction between the teacher and the students. The lead-based learning model is explored. , skills-driven mode, attitude-driven mode, and capability-driven mode. Hybrid learning application in learning mode. Third, the design and implementation of the hybrid learning application Network support system. The system adopts PHP and MYSQL as the implement tool, and takes WINDOWS and APACHE as the server environment. On the other hand, in order to realize the idea and design of the network teaching platform of four mixed teaching modes a multi-user role, a multi-mode, multi-function, The system consists of an administrator, a teacher and a study. the administrator has the authority to manage the course and the user, the teacher has the authority to manage the content of the teaching, The system is divided into five main modules, namely a user management module, a resource management module, a course management module, a log management module and a network teaching module. The background is mainly designed for administrators and teachers, including course management and curriculum development. The function of the front desk is the student's service, and provides the interface of various learning modes. The course management is the core of the whole system, and the four teaching modes put forward in the front are realized. For different teaching modes, the teacher or the administrator can In the course of the background management of various modes, the students can study according to the teacher's set course model, and the construction of the system is convenient for the teaching of the hybrid learning network. In the lead-in learning mode, the system is "Zhou" The teaching management, the teaching content of the teacher and the study of the students must take the teaching week as the basic time unit to keep the uniform progress; the teacher's study of the different students in the skill-driven learning mode different teaching arrangements can be made, and the students can make a self-paced completion according to the teaching theme set by the teacher Learning; Attitude-driven model mainly takes the form of the combination of student's online self-study and discussion; the ability to drive The model is mainly realized through the online and community thematic discussion of the students and the teachers. Finally, the paper summarizes the paper and puts forward the innovation of the article. The innovation of this study is to apply the hybrid study to the traditional teaching of higher learning and to explore the way of the mixed learning, and put forward the application of the mixed learning. At the same time, a hybrid teaching support system is developed to try
【學(xué)位授予單位】：第四軍醫(yī)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G434
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前9條
1 馮世基;教師專業(yè)發(fā)展網(wǎng)絡(luò)學(xué)習(xí)社區(qū)的理論與實踐[D];福建師范大學(xué);2010年
2 譚慶芳;混合式學(xué)習(xí)活動設(shè)計及應(yīng)用研究[D];華中師范大學(xué);2011年
3 薛國強(qiáng);基于混合學(xué)習(xí)的初中“研究性學(xué)習(xí)”課設(shè)計與應(yīng)用[D];河北大學(xué);2010年
4 李彥粉;面向IT企業(yè)培訓(xùn)的Blended learning系統(tǒng)研究與實現(xiàn)[D];西北大學(xué);2010年
5 陳旭;混合學(xué)習(xí)模式下大學(xué)生網(wǎng)絡(luò)自主學(xué)習(xí)能力發(fā)展的策略研究[D];東北師范大學(xué);2010年
6 劉艷瓊;教育技術(shù)學(xué)導(dǎo)論課程混合式學(xué)習(xí)平臺及其資源的設(shè)計與開發(fā)[D];華中師范大學(xué);2012年
7 宋建申;基于講練融合的新聞學(xué)專業(yè)知識學(xué)習(xí)模式研究[D];東北石油大學(xué);2013年
8 王歡;面向混合學(xué)習(xí)的EaaS平臺設(shè)計與實現(xiàn)[D];西北大學(xué);2013年
9 李成楠;高職院校Wlit學(xué)生頂崗MIS的研究與實現(xiàn)[D];燕山大學(xué);2013年
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