本文關(guān)鍵詞：基于MOODLE和知識管理的網(wǎng)絡(luò)課程構(gòu)建研究　出處：《河南師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

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【摘要】：近年來,網(wǎng)絡(luò)課程的建設(shè)已經(jīng)成為教育信息化領(lǐng)域的一個(gè)熱門課題,而專門用于制作高質(zhì)量網(wǎng)絡(luò)課程的MOODLE網(wǎng)絡(luò)教學(xué)平臺(tái)也被國內(nèi)外許多教育工作者在很多國家和地區(qū)得到了廣泛的應(yīng)用,取得了許多理論研究成果和實(shí)踐教學(xué)經(jīng)驗(yàn)。通過MOODLE強(qiáng)大的功能模塊和多樣化的教學(xué)方式構(gòu)建的網(wǎng)絡(luò)學(xué)習(xí)環(huán)境,不但滿足了學(xué)習(xí)者的自主學(xué)習(xí),同時(shí)也能滿足協(xié)作學(xué)習(xí)與個(gè)性化學(xué)習(xí)的需要。 技術(shù)的實(shí)用性是目前國內(nèi)外學(xué)者對MOODLE平臺(tái)的研究熱點(diǎn),而對于如何利用其促進(jìn)教學(xué)的研究還略顯不足。本文對基于MOODLE平臺(tái)結(jié)合知識管理促進(jìn)網(wǎng)絡(luò)課程教學(xué)進(jìn)行了深入的研究,提出二者結(jié)合后的網(wǎng)絡(luò)課程設(shè)計(jì)模型和課程設(shè)計(jì)過程,并將網(wǎng)絡(luò)課程應(yīng)用于教學(xué)實(shí)踐中進(jìn)行了探索。 本文主要完成了以下工作: (1) MOODLE平臺(tái)相關(guān)理論和知識管理理論的深入分析。本文闡述MOODLE相關(guān)理論后,分析了國內(nèi)外網(wǎng)絡(luò)課程研究成果,指出了當(dāng)前網(wǎng)絡(luò)課程存在的不足,在分析知識管理后,提出了知識管理和MOODLE結(jié)合后的網(wǎng)絡(luò)課程研究目的和意義。 (2)對MOODLE的特色和知識管理進(jìn)行了分析。本文詳細(xì)分析了MOODLE的模塊功能、特點(diǎn)、關(guān)鍵技術(shù)及對建設(shè)網(wǎng)絡(luò)課程的優(yōu)勢;歸納了知識管理的核心流程、技術(shù)等。闡述了MOODLE平臺(tái)和知識管理結(jié)合的可行性和重要意義。 (3)設(shè)計(jì)了整合MOODLE與知識管理的網(wǎng)絡(luò)課程教學(xué)設(shè)計(jì)模型并確定了一整套網(wǎng)絡(luò)課程設(shè)計(jì)過程。本文以知識管理理論和社會(huì)建構(gòu)主義理論為理論基礎(chǔ),設(shè)計(jì)了整合MOODLE與知識管理的網(wǎng)絡(luò)課程教學(xué)模型。在課程設(shè)計(jì)的過程中,分別論述了教師對課程構(gòu)建前的分析、學(xué)習(xí)章節(jié)設(shè)計(jì)和網(wǎng)絡(luò)課程評價(jià)設(shè)計(jì)三大部分,其中重點(diǎn)總結(jié)了各種學(xué)習(xí)活動(dòng)適合什么樣的活動(dòng)工具支持;培養(yǎng)各種能力適宜在MOODLE的那些活動(dòng)中進(jìn)行;將知識管理和MOODLE環(huán)境下的教學(xué)結(jié)合起來,提出了活動(dòng)設(shè)計(jì)的知識管理五步學(xué)習(xí)核心流程;還總結(jié)了活動(dòng)模塊、資源模塊和版塊如何對課程提供支持;MOODLE的評價(jià)設(shè)計(jì)方法等。 (4)將基于MOODLE和知識管理的網(wǎng)絡(luò)課程構(gòu)建應(yīng)用于《C程序設(shè)計(jì)》教學(xué)。本文將基于MOODLE和知識管理的網(wǎng)絡(luò)課程構(gòu)建于《C程序設(shè)計(jì)》課程教學(xué)中進(jìn)行了應(yīng)用,并根據(jù)確定的課程設(shè)計(jì)過程完成了實(shí)踐教學(xué),論證了本網(wǎng)絡(luò)課程的有效性。 總之,本文在基于MOODLE和知識管理的網(wǎng)絡(luò)課程構(gòu)建中,對其理論與實(shí)踐作出了一些有益的探索,設(shè)計(jì)出了一套整合MOODLE與知識管理的網(wǎng)絡(luò)課程教學(xué)設(shè)計(jì)模型,開發(fā)出了基于此模型的網(wǎng)絡(luò)課程,并將其成功應(yīng)用于教學(xué)實(shí)踐。這些研究內(nèi)容對其它網(wǎng)絡(luò)課程的研究者具有一定的理論價(jià)值和實(shí)際意義。
[Abstract]:In recent years, the construction of network courses has become a hot topic in the field of educational information. And the MOODLE network teaching platform, which is specially used to produce high quality online courses, has been widely used by many educators at home and abroad in many countries and regions. A lot of theoretical research results and practical teaching experience have been obtained. Through the powerful function modules of MOODLE and the diversified teaching methods, the web-based learning environment not only meets the learner's autonomous learning. At the same time, it can also meet the needs of collaborative learning and personalized learning. The practicability of technology is the research hotspot of MOODLE platform at home and abroad. However, the research on how to use it to promote teaching is still a little inadequate. This paper makes a deep research on how to promote web-based course teaching based on MOODLE platform and knowledge management. This paper puts forward the network course design model and course design process after the combination of the two, and explores the application of network course in teaching practice. The main work of this paper is as follows: MOODLE platform related theory and knowledge management theory in-depth analysis. This paper describes the MOODLE related theory, and analyzes the domestic and foreign network curriculum research results. This paper points out the deficiency of the current network course, and after analyzing the knowledge management, puts forward the research purpose and significance of the network course after the combination of knowledge management and MOODLE. (2) the characteristics and knowledge management of MOODLE are analyzed. The function, characteristics, key technologies and advantages of MOODLE are analyzed in detail. This paper summarizes the core process and technology of knowledge management, and expounds the feasibility and significance of combining MOODLE platform with knowledge management. 3). This paper designs a network course design model which integrates MOODLE and knowledge management and determines a whole set of network course design process. This paper is based on the theory of knowledge management and social constructivism. This paper designs a network course teaching model integrating MOODLE and knowledge management. In the course of curriculum design, it discusses the teachers' analysis before curriculum construction. There are three parts in the design of learning chapters and the evaluation of web-based courses, which focus on summarizing what kind of activity tools are suitable for all kinds of learning activities. The development of various abilities is suitable for those activities of MOODLE; Combining knowledge management with teaching in MOODLE environment, a five-step learning core process of knowledge management in activity design is put forward. It also summarizes how the activity module, the resource module and the section provide support to the course. Evaluation and design methods of MOODLE. 4). The network course construction based on MOODLE and knowledge management is applied to C program design teaching. This paper constructs the network course based on MOODLE and knowledge management into C program design course teaching. The application is carried out. According to the course design process, the practice teaching is completed, and the effectiveness of the network course is proved. In a word, in the course of constructing network course based on MOODLE and knowledge management, this paper makes some beneficial exploration on its theory and practice. This paper designs a set of network course teaching design model which integrates MOODLE and knowledge management, and develops a network course based on this model. These research contents have certain theoretical value and practical significance to the researchers of other network courses.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G434

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