本文選題：教學(xué)設(shè)計 + 演化原型��； 參考：《華東師范大學(xué)》2012年博士論文

【摘要】：本論文重點研究基于演化原型框架的教學(xué)設(shè)計,將立足點置于國際漢語教育的大環(huán)境中,選取漢字教學(xué)為例,嘗試將教學(xué)設(shè)計領(lǐng)域的理念及其實現(xiàn)步驟較為系統(tǒng)地應(yīng)用在漢字教學(xué)設(shè)計中,并客觀地對其實施效果進(jìn)行評價和分析。論文的總體結(jié)構(gòu)來源于演化原型框架的四個組成部分,分別為分析、構(gòu)造、運行、評價。在原型表示的基礎(chǔ)上,本研究結(jié)合國際漢語教育漢字教學(xué)的特點,提出漢字教學(xué)設(shè)計的演化原型研究框架。漢字教學(xué)設(shè)計的演化原型框架由四個主要模塊組成：模塊一為漢字教學(xué)設(shè)計分析,模塊二為漢字教學(xué)預(yù)成設(shè)計；模塊三為漢字教學(xué)生成設(shè)計及運行實驗；模塊四為漢字教學(xué)設(shè)計結(jié)果分析與改進(jìn)。通過四大模塊的研究,形成首個漢字教學(xué)設(shè)計原型,并為后續(xù)迭代提供漢字教學(xué)設(shè)計框架。 第一章首先對選題的背景、意義,論文的研究思路、重點以及難點等進(jìn)行闡述,然后對學(xué)習(xí)理論、經(jīng)典模型、原型法教學(xué)設(shè)計、漢字教學(xué)設(shè)計等方面進(jìn)行綜述。第一章的小結(jié)中,根據(jù)Hype曲線分析了國際漢語教育中漢字教學(xué)設(shè)計所處的階段以及未來可能的發(fā)展趨勢,指出對基于演化原型框架的漢字教學(xué)設(shè)計,要有客觀的認(rèn)識。 第二章進(jìn)行漢字教學(xué)設(shè)計理論基礎(chǔ)研究。本章的漢字教學(xué)設(shè)計理論研究分為兩個部分,第一部分為學(xué)習(xí)理論連續(xù)譜研究,進(jìn)行漢字教學(xué)設(shè)計的連續(xù)譜理論分析。學(xué)習(xí)理論是教學(xué)設(shè)計最重要的理論基礎(chǔ),本研究提出了漢字教學(xué)設(shè)計的學(xué)習(xí)理論連續(xù)譜,將學(xué)習(xí)理論與知識獲得階段、知識特征、以及語言學(xué)習(xí)階段逐級對應(yīng)。第二部分進(jìn)行漢字教學(xué)設(shè)計的多媒體設(shè)計理論研究。如何使各個媒體要素發(fā)揮作用,是多媒體理論研究的重點。教學(xué)設(shè)計引起的內(nèi)在認(rèn)知負(fù)荷、外在認(rèn)知負(fù)荷和相關(guān)認(rèn)知負(fù)荷的總和,不能超過學(xué)習(xí)者工作記憶容量。本研究運用多媒體教學(xué)設(shè)計的相關(guān)理論,提出漢字教學(xué)設(shè)計的六大要點。 第三章從教學(xué)設(shè)計的角度出發(fā),對漢字的形、音、義特征進(jìn)行研究。第二章中的教學(xué)設(shè)計理論研究并不具體針對漢字教學(xué),因此,本章期望通過教學(xué)設(shè)計視角下的漢字特征分析,將第二章的學(xué)習(xí)理論研究、多媒體設(shè)計理論研究與具體的漢字特征研究聯(lián)系起來。通過這樣的分析,能為演化原型的前端分析進(jìn)行預(yù)熱。這一章分析了漢字的字形特征、字音特征以及字義特征,嘗試提出作為第二語言文字系統(tǒng)的漢字特征識別加工模型,為漢字教學(xué)設(shè)計提供來自認(rèn)知心理的依據(jù)。在此基礎(chǔ)上,進(jìn)行了字形、字音、字義的教學(xué)設(shè)計分析。 以上的研究是基于演化原型框架的漢字教學(xué)設(shè)計的基礎(chǔ)研究,完成基礎(chǔ)研究后,進(jìn)入演化原型框架進(jìn)行漢字教學(xué)設(shè)計的具體研究。 第四章進(jìn)行漢字教學(xué)設(shè)計前端分析。漢字教學(xué)設(shè)計首先根據(jù)目標(biāo)這一要素,與學(xué)習(xí)理論的連續(xù)譜相契合,構(gòu)成了漢字教學(xué)設(shè)計五級連續(xù)譜。在這個基礎(chǔ)上,進(jìn)行漢字教學(xué)設(shè)計的需求分析、教學(xué)內(nèi)容分析以及學(xué)習(xí)者分析,并提出在國際漢語的漢字教學(xué)設(shè)計中,學(xué)習(xí)者可以從“合法的邊緣性參與”開始,逐漸進(jìn)入實踐共同體的核心。 第五章對漢字教學(xué)設(shè)計的預(yù)成設(shè)計進(jìn)行研究。對教學(xué)資源選擇、相關(guān)材料開發(fā),非教學(xué)材料設(shè)計,教學(xué)設(shè)計工具運用等方面進(jìn)行了分析。在教學(xué)設(shè)計五級連續(xù)譜基礎(chǔ)上,構(gòu)建了各級漢字教學(xué)設(shè)計參考模型。參考模型研究屬于預(yù)成設(shè)計研究的內(nèi)容,同時為生成設(shè)計研究提供了必要的準(zhǔn)備,是從預(yù)成設(shè)計向生成設(shè)計的過渡。第五章的研究構(gòu)成演化原型的第二模塊：漢字教學(xué)預(yù)成設(shè)計。其研究結(jié)果與第一模塊的原型結(jié)合。 第六章進(jìn)行漢字教學(xué)生成設(shè)計研究。生成設(shè)計主要根據(jù)上述研究所獲得的原型基礎(chǔ),結(jié)合具體情況,進(jìn)行各級的漢字生成設(shè)計,并進(jìn)行了生成設(shè)計運行實驗設(shè)計。根據(jù)國際漢語教育的實際情況,以及漢字教學(xué)設(shè)計的特點,本研究運行采用準(zhǔn)實驗設(shè)計,包括不相等對照組準(zhǔn)實驗和時間序列準(zhǔn)實驗。研究方法以評價研究為主,結(jié)合行動研究的方法。第六章屬于演化原型的第三個模塊：漢字教學(xué)生成設(shè)計及運行實驗。 第七章進(jìn)行運行實驗的分析,通過不相等對照組準(zhǔn)實驗和時間序列準(zhǔn)實驗的結(jié)果分析,可以發(fā)現(xiàn)漢字教學(xué)設(shè)計的確可以實現(xiàn)較好的效果。但在生成設(shè)計的運行實驗中,受到學(xué)習(xí)者、教師,軟硬件等因素交叉作用,會對教學(xué)設(shè)計效果產(chǎn)生較大影響。本研究采用準(zhǔn)實驗設(shè)計的意義正是需要將這些因素考慮在內(nèi),因為教學(xué)設(shè)計的意義就在于在實際環(huán)境中發(fā)揮效用。通過實驗分析,可以總結(jié)出,原型教學(xué)設(shè)計的有效性已經(jīng)明確,但受到多種因素的影響,原型教學(xué)設(shè)計在不同的環(huán)境中,實施效果波動較大。進(jìn)一步分析后,發(fā)現(xiàn)這種生成設(shè)計的有效性與其教學(xué)設(shè)計質(zhì)量呈顯著正相關(guān)。由于教學(xué)設(shè)計質(zhì)量的不穩(wěn)定,導(dǎo)致教學(xué)設(shè)計效果的波動。因此,要保證原型教學(xué)設(shè)計有效性的同時如何保證教學(xué)設(shè)計質(zhì)量的穩(wěn)定,就成了原型改進(jìn)需要討論的問題。 第八章針對第七章的研究結(jié)果,引入學(xué)習(xí)對象研究。學(xué)習(xí)對象的特性,可以滿足演化原型教學(xué)設(shè)計的改進(jìn)需要�？芍赜眯允菍W(xué)習(xí)對象最重要的性質(zhì)。而教學(xué)設(shè)計原型需要解決的問題,是關(guān)于教學(xué)設(shè)計質(zhì)量的問題,通過可重用性的建設(shè),可以解決教學(xué)設(shè)計質(zhì)量的不穩(wěn)定性。 第七章和第八章組成第四模塊：漢字教學(xué)設(shè)計結(jié)果分析與改進(jìn),該模塊的研究結(jié)果與其它三大模塊的原型,共同組成首個漢字教學(xué)設(shè)計原型。 第九章將本研究的主要觀點和創(chuàng)新之處進(jìn)行了總結(jié),提出了存在的問題和今后研究的方向。
[Abstract]:This paper focuses on the teaching design based on the evolutionary prototype framework, and puts the foothold in the environment of the international Chinese education, selects the Chinese character teaching as an example, and tries to systematically apply the concept and the implementation steps of the teaching design field to the Chinese character teaching design, and objectively evaluate and analyze the effect of its implementation. The overall structure comes from the four components of the evolutionary prototype framework, which are analysis, construction, operation and evaluation. On the basis of the prototype representation, this study combines the characteristics of the teaching of Chinese characters in the international Chinese education, and proposes an evolutionary prototype framework for the design of Chinese character teaching. The evolutionary prototype framework of the Chinese character teaching design consists of four main modules. Module one for Chinese character teaching design analysis, module 2 for Chinese character teaching pre design; module three for Chinese character teaching design and operation experiment; module four for Chinese character teaching design results analysis and improvement. Through the study of four modules, the first Chinese character teaching design prototype, and provide Chinese character teaching design framework for subsequent iterations.
The first chapter introduces the background, significance, research ideas, key points and difficulties of the thesis. Then it summarizes the learning theory, classic model, prototype teaching design, Chinese character teaching design and so on. In the first chapter, the stage of Chinese character teaching design in international Chinese education is analyzed according to the Hype curve. And possible future trends, pointing out that there should be an objective understanding of the Chinese character instructional design based on the evolutionary prototype framework.
The second chapter carries out the basic research on the theory of Chinese character teaching design. The study of Chinese character teaching design theory in this chapter is divided into two parts. The first part is the continuous spectrum study of the learning theory, and the continuous spectral analysis of the Chinese character teaching design is carried out. The study theory is the most important theoretical basis for the teaching design. The second part carries out the study of the multimedia design theory of Chinese character teaching design. How to make the various media elements play a role is the focus of the research on the multimedia theory. The internal cognitive load caused by the teaching design and the external cognition are negative. The sum of the load and related cognitive load can not exceed the capacity of the learners' working memory. In this study, the six main points of Chinese character teaching design are put forward by using the related theories of multimedia teaching design.
The third chapter studies the shape, sound and meaning of Chinese characters from the perspective of teaching design. The study of instructional design theory in the second chapter does not specifically aim at the teaching of Chinese characters. Therefore, this chapter expects to study the learning theory of the second chapters, study the theory of multimedia design and specific Chinese characters through the analysis of the characters of Chinese characters from the perspective of teaching design. Through this analysis, we can preheat the front-end analysis of the evolutionary prototype. This chapter analyzes the characters, characters and characters of the Chinese characters, and tries to put forward the processing model of Chinese character recognition as the second language system, and provides the basis of cognitive psychology for the Chinese character teaching design. On this basis, the teaching design analysis of glyph, character and meaning is carried out.
The above research is based on the basic research of Chinese character teaching design based on the evolutionary prototype framework. After completing the basic research, it enters the framework of evolutionary prototype to carry out the specific research of Chinese character teaching design.
The fourth chapter analyzes the front-end of the Chinese character teaching design. First, the Chinese character teaching design is based on the goal, which is consistent with the continuous spectrum of the learning theory, and constitutes the five level continuous spectrum of Chinese character teaching design. On this basis, the demand analysis of Chinese character teaching design, the analysis of teaching content and the analysis of the learners are carried out, and the Chinese language is put forward in the international Chinese language. In the teaching design of Chinese characters, learners can start from the "legitimate marginal participation" and gradually enter the core of the community of practice.
In the fifth chapter, the design of Chinese character teaching design is studied. The selection of teaching resources, the development of related materials, the design of non teaching materials and the application of teaching design tools are analyzed. On the basis of the five level continuous spectrum of teaching design, the reference model of Chinese character teaching design at all levels is constructed. The study of the reference model belongs to the pre design research. At the same time, it provides the necessary preparation for the generation of design research. It is the transition from pre design to generation design. The study of the fifth chapter constitutes the second module of the evolutionary prototype: the design of Chinese character teaching. The results of the study are combined with the prototype of the first module.
The sixth chapter carries out the research on the design of Chinese character teaching. The generation design is based on the prototype basis obtained by the above research, and combines the specific conditions to carry out the design of Chinese characters at all levels, and carries out the design of the design and operation of the design. According to the actual situation of the international Chinese education and the characteristics of the Chinese character teaching design, this research is used in this study. The quasi experimental design includes the quasi experiment of the unequal control group and the quasi experiment of the time series. The research method is based on the evaluation research and the method of action research. The sixth chapter belongs to the third modules of the evolutionary prototype: the design of the Chinese character teaching and the operation experiment.
The seventh chapter carries out the analysis of the operation experiment. Through the analysis of the quasi experiment of the unequal control group and the quasi experiment of the time series, it can be found that the Chinese character teaching design can actually achieve better results. But in the operation experiment of the generation design, the intersecting effect of the factors such as the learner, the teacher, the software and the hardware and so on will produce a better effect on the teaching design effect. The significance of using quasi experimental design in this study is to take these factors into consideration, because the significance of teaching design is to play an effective role in the actual environment. Through the experimental analysis, it can be concluded that the effectiveness of prototype teaching design has been clear, but influenced by many factors, the prototype Teaching design is in different rings. In the context, the effect fluctuates greatly. After further analysis, it is found that the effectiveness of this design is positively related to the quality of the teaching design. The instability of the quality of teaching design leads to the fluctuation of the teaching design effect. Therefore, it is necessary to ensure the effectiveness of the prototype Teaching design and how to ensure the stability of the teaching design quality at the same time. The problem that the prototype improvement needs to be discussed.
The eighth chapter introduces the research results of the seventh chapter to the study object research. The characteristics of the learning object can meet the needs of the improvement of the evolutionary prototype teaching design. The reusability is the most important nature of the learning object. And the problem that the teaching design prototype needs to be solved is the problem of the quality of teaching design and the construction of reusability. To solve the instability of the quality of teaching design.
The seventh and eighth chapters are composed of fourth modules: the analysis and improvement of the results of Chinese character teaching design. The results of this module and the prototype of the other three modules constitute the first prototype of the Chinese character teaching design.
The ninth chapter summarizes the main points and innovations of this study, and puts forward the existing problems and future research directions.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：H195

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 崔鳳玲;;探究大學(xué)語文教學(xué)存在的關(guān)鍵問題與解決措施[J];讀與寫(教育教學(xué)刊);2013年04期

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本文編號：2112654