本文選題：MOOC + 多元評(píng)價(jià)��； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：隨著MOOC在國(guó)內(nèi)外的廣泛發(fā)展,越來(lái)越多的人開(kāi)始關(guān)注MOOC的評(píng)價(jià)問(wèn)題。但是目前有關(guān)MOOC評(píng)價(jià)的研究非常匱乏,MOOC平臺(tái)的評(píng)價(jià),MOOC課程的評(píng)價(jià),MOOC環(huán)境下學(xué)習(xí)者學(xué)習(xí)效果評(píng)價(jià)以及MOOC環(huán)境下對(duì)教師的評(píng)價(jià)等都沒(méi)有統(tǒng)一的標(biāo)準(zhǔn)與定論,MOOC評(píng)價(jià)研究是MOOC未來(lái)發(fā)展的重要課題。針對(duì)目前MOOC課程學(xué)生學(xué)習(xí)評(píng)價(jià)方式的不足,本研究以多種評(píng)價(jià)理論為支撐,從“知識(shí)與技能”、“過(guò)程與方法”、“情感態(tài)度與價(jià)值觀”三維教學(xué)目標(biāo)出發(fā),以《大學(xué)計(jì)算機(jī)基礎(chǔ)》MOOC課程為例,基于MPOC教學(xué)模式,使用多平臺(tái)進(jìn)行輔助教學(xué),通過(guò)對(duì)MOOC平臺(tái)、問(wèn)卷星、通用考試客戶端系統(tǒng)中的有效學(xué)生學(xué)習(xí)行為數(shù)據(jù)進(jìn)行獲取,構(gòu)建MOOC環(huán)境下學(xué)生學(xué)習(xí)評(píng)價(jià)指標(biāo)體系并確定各級(jí)評(píng)價(jià)指標(biāo)權(quán)重,完成在實(shí)際教學(xué)中的應(yīng)用與實(shí)現(xiàn)。以期實(shí)現(xiàn)以學(xué)生為主體的多維度、多角度、全面、準(zhǔn)確、客觀的評(píng)價(jià),并為MOOC平臺(tái)評(píng)價(jià)功能模塊的開(kāi)發(fā)提供依據(jù)和參考,完善MOOC平臺(tái),構(gòu)建“人人皆學(xué)、處處能學(xué)、時(shí)時(shí)可學(xué)”的學(xué)習(xí)環(huán)境。同時(shí),激勵(lì)學(xué)生學(xué)習(xí),提高學(xué)生學(xué)習(xí)質(zhì)量。本文一共分為七章:第一章是緒論,主要闡述本課題的研究背景、研究現(xiàn)狀、研究?jī)?nèi)容與研究意義、研究方法與研究思路。第二章主要闡述本課題基于的相關(guān)評(píng)價(jià)理論和相關(guān)概念界定。第三章主要闡述MOOC平臺(tái)功能和MOOC課程的實(shí)施方式。第四章主要闡述MOOC平臺(tái)、問(wèn)卷星、通用考試客戶端系統(tǒng)和線下課堂中的有效學(xué)生學(xué)習(xí)行為數(shù)據(jù)獲取。第五章主要闡述基于《大學(xué)計(jì)算機(jī)基礎(chǔ)》MOOC課程的學(xué)生學(xué)習(xí)評(píng)價(jià)指標(biāo)體系的構(gòu)建和各級(jí)指標(biāo)權(quán)重的確定。第六章闡述評(píng)價(jià)指標(biāo)體系在實(shí)際教學(xué)中的應(yīng)用與實(shí)現(xiàn)。第七章闡述本課題的研究成果、研究創(chuàng)新、研究不足和未來(lái)研究的方向。經(jīng)過(guò)教學(xué)實(shí)踐得出:新評(píng)價(jià)方式下的學(xué)生學(xué)習(xí)效果明顯優(yōu)于傳統(tǒng)評(píng)價(jià)方式,關(guān)注學(xué)生的整體發(fā)展,通過(guò)對(duì)學(xué)生學(xué)習(xí)過(guò)程的監(jiān)督與引導(dǎo),激勵(lì)和促進(jìn)學(xué)生學(xué)習(xí),促進(jìn)學(xué)生發(fā)展,提高教學(xué)質(zhì)量。
[Abstract]:With the wide development of MOOC at home and abroad, more and more people begin to pay attention to the evaluation of MOOC. However, the current research on MOOC evaluation is very scarce. There is no uniform standard and conclusion in the evaluation of MOOC courses and the evaluation of learner learning effect in MOOC environment and the evaluation of teachers in MOOC environment. It is an important subject for the future development of MOOC. In view of the deficiency of the current MOOC course students' learning evaluation methods, this study is supported by a variety of evaluation theories, starting from the three-dimensional teaching objectives of "knowledge and skills", "process and method", "emotional attitude and values". Taking the MOOC course of College computer Foundation as an example, based on the MPOC teaching model, this paper uses multi-platform to carry on the auxiliary teaching, through obtains the valid student learning behavior data in the MOOC platform, the questionnaire star, the general examination client system. This paper constructs the evaluation index system of students' learning under the environment of MOOC and determines the weight of evaluation indexes at all levels, so as to complete the application and realization of the evaluation index in practical teaching. In order to realize the multi-dimensional, multi-angle, comprehensive, accurate and objective evaluation of students, and to provide the basis and reference for the development of the evaluation function module of MOOC platform, to perfect the MOOC platform, to construct "everyone can learn, everywhere can learn," A learning environment that can always be learned. At the same time, encourage students to learn, improve the quality of students learning. This paper is divided into seven chapters: the first chapter is an introduction, mainly describes the research background, research status, research content and research significance, research methods and research ideas. The second chapter mainly elaborates the related evaluation theory and the related concept definition based on this topic. The third chapter mainly elaborates the MOOC platform function and the MOOC curriculum implementation way. The fourth chapter mainly describes MOOC platform, questionnaire star, general examination client system and effective students' learning behavior data acquisition in offline classroom. The fifth chapter mainly expounds the construction of student learning evaluation index system based on MOOC course and the determination of index weight at all levels. The sixth chapter expounds the application and realization of evaluation index system in practical teaching. The seventh chapter describes the research results, research innovation, lack of research and future research direction. Through teaching practice, it is concluded that the learning effect of the new evaluation method is obviously better than that of the traditional evaluation method, and the overall development of the students is concerned. Through the supervision and guidance of the students' learning process, the students' learning can be encouraged and promoted, and the students' development can be promoted. Improve the quality of teaching.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：TP3-4;G434

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