本文關(guān)鍵詞： 視頻資源 開(kāi)放課程 教育技術(shù) 專業(yè)英語(yǔ)　出處：《陜西師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著計(jì)算機(jī)網(wǎng)絡(luò)技術(shù)的不斷發(fā)展,網(wǎng)絡(luò)課程的建設(shè)與應(yīng)用一直是教育領(lǐng)域中的一個(gè)熱點(diǎn)話題。受麻省理工學(xué)院開(kāi)放課件運(yùn)動(dòng)的影響,全球化的開(kāi)放教育資源運(yùn)動(dòng)從未間斷過(guò),直至MOOC的出現(xiàn)將開(kāi)放運(yùn)動(dòng)推向一個(gè)新的發(fā)展階段。本研究精選國(guó)外的優(yōu)秀資源試圖建設(shè)一門《教育技術(shù)專業(yè)英語(yǔ)》開(kāi)放網(wǎng)絡(luò)課程,旨在營(yíng)造專業(yè)英語(yǔ)網(wǎng)絡(luò)學(xué)習(xí)環(huán)境,提升和拓展教育技術(shù)學(xué)本科生的專業(yè)領(lǐng)域,并在此基礎(chǔ)上促進(jìn)學(xué)習(xí)者英語(yǔ)綜合能力的發(fā)展。將該網(wǎng)絡(luò)課程應(yīng)用于包括陜西師范大學(xué)在內(nèi)的國(guó)內(nèi)幾所院校,探討應(yīng)用過(guò)程中出現(xiàn)的一些問(wèn)題并嘗試提出相應(yīng)的對(duì)策。 本研究分六個(gè)章節(jié)。第一章,引言部分。主要介紹了在國(guó)際開(kāi)放教育資源的興起和教育部對(duì)課程改革的要求兩大背景下,再通過(guò)文獻(xiàn)調(diào)研,對(duì)國(guó)內(nèi)外網(wǎng)絡(luò)開(kāi)放課程資源建設(shè)現(xiàn)狀和專業(yè)英語(yǔ)教學(xué)現(xiàn)狀進(jìn)行梳理。調(diào)研發(fā)現(xiàn),國(guó)內(nèi)外網(wǎng)絡(luò)開(kāi)放課程建設(shè)已經(jīng)取得了可觀的成績(jī)；專業(yè)英語(yǔ)教學(xué)方面的研究也很多,但存在培養(yǎng)學(xué)生英語(yǔ)能力單一、對(duì)課程重視程度不夠等一系列問(wèn)題；在教育技術(shù)專業(yè)英語(yǔ)教學(xué)方面的研究都從不同角度進(jìn)行了應(yīng)用研究,同時(shí)也取得了良好的效果,但在教育技術(shù)專業(yè)英語(yǔ)網(wǎng)絡(luò)課程方面的應(yīng)用研究還處于空白。因此得出,建設(shè)網(wǎng)絡(luò)開(kāi)放課程勢(shì)在必行。本章節(jié)主要從研究背景、國(guó)內(nèi)外研究現(xiàn)狀、課程設(shè)計(jì)理論基礎(chǔ)、研究設(shè)計(jì)四部分進(jìn)行論述。 第二章,教育技術(shù)專業(yè)英語(yǔ)學(xué)習(xí)需求調(diào)查分析。通過(guò)問(wèn)卷調(diào)查,調(diào)查教育技術(shù)專業(yè)英語(yǔ)的學(xué)習(xí)需求,調(diào)查發(fā)現(xiàn),學(xué)習(xí)過(guò)和沒(méi)有學(xué)習(xí)過(guò)該課程的被訪者對(duì)這門課程都很感興趣,學(xué)過(guò)的被訪者對(duì)這門課的建設(shè)提出了寶貴意見(jiàn),沒(méi)有學(xué)過(guò)的學(xué)生對(duì)這門課表示有很大的期望。 第三章,課程設(shè)計(jì)部分。根據(jù)文獻(xiàn)調(diào)研及學(xué)習(xí)需求調(diào)查結(jié)果,設(shè)計(jì)了該門網(wǎng)絡(luò)開(kāi)放課程,主要從教學(xué)目標(biāo)、課程內(nèi)容、課程活動(dòng)、教學(xué)組織形式等幾個(gè)方面對(duì)課程設(shè)計(jì)進(jìn)行詳細(xì)地闡述。 第四章和第五章是本研究的核心部分。第五章是開(kāi)放網(wǎng)絡(luò)課程的應(yīng)用過(guò)程,根據(jù)各個(gè)學(xué)校的實(shí)際授課情況,總結(jié)出該網(wǎng)絡(luò)課程使用過(guò)程中的幾種混合學(xué)習(xí)方式,每種方式的具體使用情景、特點(diǎn)、學(xué)生反映的問(wèn)題或困難。另外,將國(guó)外MOOC直接引入該課程教學(xué),通過(guò)訪談總結(jié)出師生教與學(xué)的過(guò)程中遇到的問(wèn)題,初步提出了一些解決措施。在課程結(jié)束階段,對(duì)各校的授課教師進(jìn)行了訪談,教師的意見(jiàn)中客觀地指出了課程設(shè)計(jì)方面的優(yōu)勢(shì)與不足,同時(shí)提出了忠懇的建議。 第五章,數(shù)據(jù)分析。將訪談、調(diào)查問(wèn)卷進(jìn)行綜合分析,總結(jié)出課程應(yīng)用實(shí)際效果的原因,從學(xué)習(xí)者學(xué)習(xí)情況、教師授課情況、課程設(shè)計(jì)三方面進(jìn)行論述。 第六章,總結(jié)與啟示。在這一章總結(jié)了開(kāi)放課程應(yīng)用過(guò)程中的三種教與學(xué)的方式,以及哪種方式更適合學(xué)習(xí)者；指出了研究創(chuàng)新點(diǎn)。
[Abstract]:With the continuous development of computer network technology, the construction and application of network courses has been a hot topic in the field of education. The movement of globalized open educational resources has never stopped. Until the emergence of MOOC, the movement of opening up to a new stage of development. This study selected foreign excellent resources to try to build a "Educational Technology Professional English" open network course. The purpose of this study is to create a web-based learning environment for professional English and to promote and expand the professional field of undergraduate students in educational technology. On the basis of this, it promotes the development of learners' English comprehensive competence. The online course is applied to several domestic colleges and universities, including Shaanxi normal University. This paper discusses some problems in the process of application and tries to put forward some corresponding countermeasures. This study is divided into six chapters. The first chapter, the introduction part, mainly introduces the rise of international open education resources and the requirements of the Ministry of Education curriculum reform, and then through literature research. This paper reviews the current situation of the construction of online open curriculum resources and professional English teaching at home and abroad, and finds that considerable achievements have been made in the construction of online open courses at home and abroad. There are a lot of researches on professional English teaching, but there are a series of problems such as cultivating students' English ability and paying less attention to the course. The research on English teaching of educational technology has carried on the application research from different angles, at the same time has obtained the good result. Therefore, it is imperative to build an open network curriculum. This chapter mainly from the research background, domestic and foreign research status. The theoretical basis of curriculum design and four parts of research design are discussed. The second chapter is the investigation and analysis of the English learning needs of the educational technology major. Through the questionnaire survey, the author investigates the learning needs of the education technology major English, and finds out the findings. The interviewees who have studied or have not taken the course are very interested in the course. The respondents who have taken the course have put forward valuable opinions on the construction of the course, and the students who have not taken the course have expressed great expectations for the course. The third chapter, the curriculum design part. According to the literature research and learning needs survey results, designed the network open course, mainly from the teaching objectives, curriculum content, curriculum activities. The teaching organization form and so on several aspects carries on the detailed elaboration to the curriculum design. Chapter 4th and chapter 5th are the core part of this study. Chapter 5th is the application process of open network curriculum, according to the actual teaching situation of each school. This paper summarizes several mixed learning methods in the course of using the online course, the specific situations, characteristics, problems or difficulties reflected by the students in each way. In addition, foreign MOOC is directly introduced into the teaching of the course. This paper summarizes the problems encountered by teachers and students in the process of teaching and learning through interviews, and puts forward some preliminary solutions. At the end of the course, the teachers of each school are interviewed. The teacher's opinion objectively points out the advantages and disadvantages of curriculum design, and puts forward some sincere suggestions. Chapter 5th, data analysis. Comprehensive analysis of interviews and questionnaires, summed up the practical effect of curriculum application reasons, from the learner learning situation, teacher teaching situation, curriculum design three aspects are discussed. Chapter 6th summarizes and enlightens. In this chapter, three teaching and learning methods in the application of open curriculum are summarized, and which is more suitable for learners, and the innovative points of research are pointed out.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G434;H319

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