MOOC教學(xué)設(shè)計(jì)原理探析
發(fā)布時(shí)間：2018-12-18 01:46
【摘要】：近年來(lái),MOOC發(fā)展風(fēng)起云涌。MOOC依靠其名校、名師、開(kāi)放、共享等因素以迅雷不及掩耳之勢(shì)席卷全球。企業(yè)爭(zhēng)先恐后搶占在線市場(chǎng)、政府?dāng)y手高校推出教育平臺(tái)、名校強(qiáng)勢(shì)出擊加入在線教育。隨著“中國(guó)大學(xué)MOOC"平臺(tái)開(kāi)始運(yùn)行,MOOC對(duì)中國(guó)高等教育的影響越來(lái)越大。MOOC教育實(shí)踐發(fā)展迅速,但是MOOC理論研究不足,人們對(duì)MOOC的認(rèn)識(shí)還存在很多誤區(qū)。因而,對(duì)MOOC進(jìn)行深入研究,揭開(kāi)其神秘的面紗,讓更多人理性認(rèn)識(shí)MOOC,具有巨大的現(xiàn)實(shí)意義。文章以認(rèn)知負(fù)荷理論、程序性教學(xué)理論、建構(gòu)主義學(xué)習(xí)理論、掌握學(xué)習(xí)理論和人本主義學(xué)習(xí)理論為理論基礎(chǔ),結(jié)合COUESERA課程案例,從教學(xué)和學(xué)習(xí)兩個(gè)角度分析MOOC教學(xué)設(shè)計(jì)原理,并結(jié)合理論指出MOOC的局限性,最后提出我們要在追求人類學(xué)習(xí)發(fā)展的一般規(guī)律的基礎(chǔ)上,合理利用MOOC來(lái)促進(jìn)教育發(fā)展。從教學(xué)角度分析MOOC教學(xué)設(shè)計(jì)原理包含以下幾點(diǎn)：1.教學(xué)目標(biāo)方面,MOOC體現(xiàn)出掌握教學(xué)理論思想,注重設(shè)立明確的教學(xué)目標(biāo)。2.教學(xué)內(nèi)容方面,MOOC體現(xiàn)出認(rèn)知負(fù)荷理論思想。MOOC課程視頻短小精悍,并整合圖文聲像各種方式呈現(xiàn)教學(xué)內(nèi)容,降低學(xué)習(xí)者認(rèn)知負(fù)荷。3.教學(xué)模式方面,MOOC運(yùn)用建構(gòu)主義學(xué)習(xí)理論,強(qiáng)調(diào)以學(xué)生為中心,教師在整個(gè)教學(xué)過(guò)程中擔(dān)任課程的發(fā)起者和組織者,幫助學(xué)生實(shí)現(xiàn)知識(shí)的意義建構(gòu)。4.教學(xué)評(píng)價(jià)方面MOOC運(yùn)用了掌握學(xué)習(xí)理論和程序性教學(xué)理論,重視過(guò)程性評(píng)價(jià)和即時(shí)反饋。從學(xué)習(xí)角度分析MOOC教學(xué)設(shè)計(jì)原理包含以下幾點(diǎn)：1.學(xué)習(xí)者動(dòng)機(jī)方面,MOOC體現(xiàn)出人本主義學(xué)習(xí)理論和掌握學(xué)習(xí)理論思想。MOOC重視情感因素對(duì)學(xué)習(xí)的影響,強(qiáng)調(diào)激發(fā)學(xué)習(xí)者內(nèi)在動(dòng)機(jī),促進(jìn)有意義的學(xué)習(xí)。2.學(xué)習(xí)環(huán)境方面,MOOC體現(xiàn)出建構(gòu)主義學(xué)習(xí)理論和掌握學(xué)習(xí)理論思想,重視提供支持和促進(jìn)學(xué)習(xí)的場(chǎng)所和提供無(wú)壓力的學(xué)習(xí)環(huán)境。3.學(xué)習(xí)活動(dòng)方面,MOOC體現(xiàn)出建構(gòu)主義學(xué)習(xí)理論思想,強(qiáng)調(diào)學(xué)習(xí)的社會(huì)互動(dòng)性。MOOC與傳統(tǒng)課程相比不可避免地存在一些缺陷。比如MOOC難以建立起整套專業(yè)體系,課程缺少隱性知識(shí),學(xué)習(xí)者體驗(yàn)缺失,學(xué)習(xí)缺乏教師有針對(duì)性的指導(dǎo)和師生關(guān)系缺乏情感維系。因而,我們不能過(guò)分強(qiáng)調(diào)技術(shù)的潛能而忽視人的作用和文化的作用,應(yīng)該合理利用MOOC來(lái)促進(jìn)學(xué)習(xí)者學(xué)習(xí)和教育發(fā)展。
[Abstract]:In recent years, the development of MOOC is surging. MOOC relies on its famous schools, teachers, openness, sharing and other factors to quickly sweep the world. Enterprises scramble to seize the online market, the government hand in hand with colleges and universities to launch education platform, powerful schools to join in online education. With the operation of the MOOC platform of Chinese universities, the influence of MOOC on Chinese higher education is becoming more and more great. The practice of MOOC education develops rapidly, but the theory of MOOC is not studied enough, and there are still many misunderstandings in people's understanding of MOOC. Therefore, it is of great practical significance for more people to understand MOOC, rationally by deeply studying and uncovering the mystery of MOOC. On the basis of cognitive load theory, procedural teaching theory, constructivism learning theory, mastering learning theory and humanism learning theory, combined with the case of COUESERA course, this paper analyzes the teaching design principle of MOOC from two angles of teaching and learning. Combining with the theory, the author points out the limitation of MOOC, and finally points out that we should make use of MOOC reasonably to promote the development of education on the basis of pursuing the general law of human learning and development. From the perspective of teaching, the teaching design principle of MOOC includes the following points: 1. In terms of teaching objectives, MOOC embodies the idea of mastering the teaching theory and pays attention to the establishment of clear teaching objectives. 2. In the aspect of teaching content, MOOC embodies the theory of cognitive load. The video of MOOC course is short and concise, and integrates various ways of picture and text to present the teaching content, thus reducing the learners' cognitive load. 3. In teaching mode, MOOC uses constructivist learning theory, emphasizing student-centered, teachers as the initiator and organizer of the course in the whole teaching process, helping students to realize the meaning construction of knowledge. 4. In the aspect of teaching evaluation, MOOC applies master learning theory and procedural teaching theory, and attaches importance to process evaluation and instant feedback. From the perspective of learning, the teaching design principle of MOOC includes the following points: 1. In terms of learner motivation, MOOC embodies humanistic learning theory and mastery of learning theory. MOOC attaches importance to the influence of affective factors on learning, emphasizes motivating learners' intrinsic motivation, and promotes meaningful learning. 2. In terms of learning environment, MOOC embodies constructivist learning theory and mastery of learning theory, pays attention to providing a place to support and promote learning and provides a stress-free learning environment. In the aspect of learning activities, MOOC embodies constructivist learning theory and emphasizes the social interaction of learning. Compared with traditional courses, MOOC inevitably has some defects. For example, MOOC is difficult to establish a complete professional system, curriculum lack of tacit knowledge, lack of learner experience, lack of teacher directed learning and lack of emotional relationship between teachers and students. Therefore, we should not overemphasize the potential of technology and ignore the role of human and culture. We should make use of MOOC to promote learners' learning and educational development.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G434
本文編號(hào)：2385111
[Abstract]:In recent years, the development of MOOC is surging. MOOC relies on its famous schools, teachers, openness, sharing and other factors to quickly sweep the world. Enterprises scramble to seize the online market, the government hand in hand with colleges and universities to launch education platform, powerful schools to join in online education. With the operation of the MOOC platform of Chinese universities, the influence of MOOC on Chinese higher education is becoming more and more great. The practice of MOOC education develops rapidly, but the theory of MOOC is not studied enough, and there are still many misunderstandings in people's understanding of MOOC. Therefore, it is of great practical significance for more people to understand MOOC, rationally by deeply studying and uncovering the mystery of MOOC. On the basis of cognitive load theory, procedural teaching theory, constructivism learning theory, mastering learning theory and humanism learning theory, combined with the case of COUESERA course, this paper analyzes the teaching design principle of MOOC from two angles of teaching and learning. Combining with the theory, the author points out the limitation of MOOC, and finally points out that we should make use of MOOC reasonably to promote the development of education on the basis of pursuing the general law of human learning and development. From the perspective of teaching, the teaching design principle of MOOC includes the following points: 1. In terms of teaching objectives, MOOC embodies the idea of mastering the teaching theory and pays attention to the establishment of clear teaching objectives. 2. In the aspect of teaching content, MOOC embodies the theory of cognitive load. The video of MOOC course is short and concise, and integrates various ways of picture and text to present the teaching content, thus reducing the learners' cognitive load. 3. In teaching mode, MOOC uses constructivist learning theory, emphasizing student-centered, teachers as the initiator and organizer of the course in the whole teaching process, helping students to realize the meaning construction of knowledge. 4. In the aspect of teaching evaluation, MOOC applies master learning theory and procedural teaching theory, and attaches importance to process evaluation and instant feedback. From the perspective of learning, the teaching design principle of MOOC includes the following points: 1. In terms of learner motivation, MOOC embodies humanistic learning theory and mastery of learning theory. MOOC attaches importance to the influence of affective factors on learning, emphasizes motivating learners' intrinsic motivation, and promotes meaningful learning. 2. In terms of learning environment, MOOC embodies constructivist learning theory and mastery of learning theory, pays attention to providing a place to support and promote learning and provides a stress-free learning environment. In the aspect of learning activities, MOOC embodies constructivist learning theory and emphasizes the social interaction of learning. Compared with traditional courses, MOOC inevitably has some defects. For example, MOOC is difficult to establish a complete professional system, curriculum lack of tacit knowledge, lack of learner experience, lack of teacher directed learning and lack of emotional relationship between teachers and students. Therefore, we should not overemphasize the potential of technology and ignore the role of human and culture. We should make use of MOOC to promote learners' learning and educational development.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G434
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