本文選題：網(wǎng)絡(luò)課程 + 資源　； 參考：《沈陽師范大學(xué)》2017年碩士論文

【摘要】：隨著互聯(lián)網(wǎng)的應(yīng)用領(lǐng)域不斷拓寬,為教育行業(yè)帶來了新的契機(jī),傳統(tǒng)課堂不再是學(xué)習(xí)的唯一的途徑,網(wǎng)絡(luò)課程為終身學(xué)習(xí)與共享學(xué)習(xí)資源提供了有效途徑,并且給教育事業(yè)作出了重要的貢獻(xiàn),課程資源的設(shè)計(jì)是至關(guān)重要的過程之一。由于網(wǎng)絡(luò)帶寬的不斷加寬,網(wǎng)絡(luò)課程資源中所涉及的高品質(zhì)視頻、動(dòng)畫等傳輸問題已經(jīng)不再是教育者研究的重點(diǎn)問題,而課程資源的質(zhì)量成為新的研究重點(diǎn)。對(duì)現(xiàn)有的網(wǎng)絡(luò)課程進(jìn)行觀察,發(fā)現(xiàn)網(wǎng)絡(luò)課程資源劃分比較模糊片面,導(dǎo)致知識(shí)顆粒過大或是知識(shí)點(diǎn)的連接無規(guī)律;單一形式的網(wǎng)絡(luò)課程資源,已經(jīng)無法足夠的滿足學(xué)習(xí)者追求個(gè)性化學(xué)習(xí)的需求;網(wǎng)絡(luò)教學(xué)資源分布不均勻,以主修課程為主,輔助或是邊緣課程較少。本文依據(jù)網(wǎng)絡(luò)課程資源設(shè)計(jì)開發(fā)的現(xiàn)狀,提出了將網(wǎng)絡(luò)課程資源以知識(shí)點(diǎn)的形式進(jìn)行設(shè)計(jì)開發(fā),有助于學(xué)習(xí)者學(xué)習(xí),進(jìn)而在明確了本文的研究問題、研究內(nèi)容、研究意義。首先運(yùn)用文獻(xiàn)研究法充分理解網(wǎng)絡(luò)課程和知識(shí)點(diǎn)的相關(guān)概念,并且了解網(wǎng)絡(luò)課程國內(nèi)外的研究現(xiàn)狀和知識(shí)點(diǎn)在網(wǎng)絡(luò)課程中應(yīng)用的研究現(xiàn)狀。然后以知識(shí)管理理論、建構(gòu)主義學(xué)習(xí)理論和非正式學(xué)習(xí)理論為基礎(chǔ),為后續(xù)的研究提供理論上的支持。運(yùn)用案例分析法對(duì)中國傳媒大學(xué)遠(yuǎn)程與繼續(xù)教育學(xué)院等設(shè)計(jì)的網(wǎng)絡(luò)課程進(jìn)行分析,發(fā)現(xiàn)陳述性知識(shí)大部分是以文字、圖片的形式存在,程序性知識(shí)多以動(dòng)畫和視頻的形式呈現(xiàn)。依據(jù)網(wǎng)絡(luò)課程資源的基本構(gòu)成、設(shè)計(jì)開發(fā)原則與參考規(guī)范和已有的設(shè)計(jì)開發(fā)模型,設(shè)計(jì)了基于知識(shí)點(diǎn)的網(wǎng)絡(luò)課程資源設(shè)計(jì)模型,并且運(yùn)用設(shè)計(jì)研究法將該模型運(yùn)用到實(shí)例當(dāng)中,以《全國計(jì)算機(jī)等級(jí)考試二級(jí)——C語言程序設(shè)計(jì)》中的C語言程序結(jié)構(gòu)為例,設(shè)計(jì)一個(gè)教學(xué)案例,最后讓部分學(xué)習(xí)者進(jìn)行案例的學(xué)習(xí),提出改進(jìn)意見并進(jìn)行修改。根據(jù)以上研究提出以下幾點(diǎn)修改意見,網(wǎng)絡(luò)課程章節(jié)的排列可以依據(jù)知識(shí)點(diǎn)之間的關(guān)系進(jìn)行相應(yīng)的串聯(lián),讓知識(shí)點(diǎn)與知識(shí)點(diǎn)之間的連接有依據(jù)性。用多種的學(xué)習(xí)形式來呈現(xiàn)知識(shí)點(diǎn),這樣可以幫助學(xué)習(xí)者進(jìn)行相應(yīng)的個(gè)性化的學(xué)習(xí)。知識(shí)點(diǎn)組塊的大小可以進(jìn)行適當(dāng)?shù)慕档?以此來促進(jìn)學(xué)習(xí)者的記憶與理解。希望通過本文的研究與提出的相關(guān)建議,可以給教育工作者和網(wǎng)絡(luò)課程的設(shè)計(jì)開發(fā)者提供一定的參考。
[Abstract]:With the continuous expansion of the application field of the Internet, it brings a new opportunity for the education industry. Traditional classroom is no longer the only way to learn. Network courses provide an effective way for lifelong learning and sharing learning resources. And has made the important contribution to the education enterprise, the curriculum resources design is one of the vital processes. Due to the widening of network bandwidth, the transmission of high-quality video and animation in network curriculum resources is no longer a key issue for educators, and the quality of curriculum resources has become a new research focus. By observing the existing network courses, it is found that the division of network course resources is rather vague and one-sided, which leads to too large knowledge grains or irregular connection of knowledge points. It is not enough to meet the needs of learners in pursuit of individualized learning. The network teaching resources are not evenly distributed, the major courses are the main, the auxiliary or marginal courses are less. According to the present situation of the design and development of network course resources, this paper puts forward that the design and development of network course resources in the form of knowledge points will help learners to learn, and then make clear the research problems, contents and significance of this paper. Firstly, we use the literature research method to fully understand the related concepts of online courses and knowledge points, and understand the current research situation of online courses at home and abroad and the current situation of the application of knowledge points in online courses. Then, based on knowledge management theory, constructivism learning theory and informal learning theory, it provides theoretical support for further research. By using the case analysis method, this paper analyzes the network courses designed by the College of distance and continuing Education of Communication University of China. It is found that most of the declarative knowledge exists in the form of text and pictures, and the procedural knowledge is mostly presented in the form of animation and video. According to the basic composition of the network course resources, the design and development principles, the reference specifications and the existing design and development model, the design model of the network course resources based on the knowledge point is designed, and the model is applied to the example by the design research method. Taking the structure of C language program in the second level of National computer Grade examination as an example, a teaching case is designed. Finally, some learners are allowed to study the case, put forward some suggestions for improvement and modify it. According to the above research, the following suggestions are put forward: the arrangement of the chapters of the network course can be connected with each other according to the relationship between the knowledge points, so that the connection between the knowledge points and the knowledge points can be based on. Using various learning forms to present knowledge points, this can help learners to carry out the corresponding personalized learning. Knowledge block size can be reduced to promote learners' memory and understanding. It is hoped that this paper can provide some references for educators and web course design developers.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 周越;徐繼紅;;知識(shí)點(diǎn)提取——教學(xué)內(nèi)容的微分析技術(shù)[J];電化教育研究;2015年10期

2 鐘元生;劉平;李衛(wèi)群;;網(wǎng)絡(luò)課程資源采用中教師對(duì)學(xué)生的影響初探[J];現(xiàn)代教育技術(shù);2014年11期

3 劉紅俠;王吉成;;淺談高等學(xué)校網(wǎng)絡(luò)課程資源建設(shè)[J];中國校外教育;2013年33期

4 金青;張忠;;構(gòu)建“知識(shí)庫”導(dǎo)向的精品課程教與學(xué)平臺(tái)——以“生產(chǎn)計(jì)劃與控制”課程為例[J];中國遠(yuǎn)程教育;2013年03期

5 李遠(yuǎn)航;秦丹;;利用Web2.0技術(shù)實(shí)現(xiàn)網(wǎng)絡(luò)課程資源再生研究[J];中國電化教育;2011年04期

6 王竹立;;新建構(gòu)主義:網(wǎng)絡(luò)時(shí)代的學(xué)習(xí)理論[J];遠(yuǎn)程教育雜志;2011年02期

7 李克東;謝幼如;;高校網(wǎng)絡(luò)課程建設(shè)與應(yīng)用的質(zhì)性研究[J];開放教育研究;2011年01期

8 祝智庭;;中國教育信息化十年[J];中國電化教育;2011年01期

9 夏歐東;章站士;�；鹗�;余喜;;關(guān)于網(wǎng)絡(luò)課程開發(fā)現(xiàn)狀與發(fā)展趨勢(shì)的思考[J];中國教育信息化;2010年13期

10 張永忠;王昭君;姜珍珍;葉春明;;遠(yuǎn)程教學(xué)中的媒體選擇策略探究[J];中國電化教育;2010年01期

相關(guān)碩士學(xué)位論文 前4條

1 陳相霓;網(wǎng)絡(luò)課程中知識(shí)點(diǎn)模塊的設(shè)計(jì)與實(shí)現(xiàn)[D];天津師范大學(xué);2010年

2 馮愿;網(wǎng)絡(luò)教育環(huán)境下教學(xué)信息資源的設(shè)計(jì)與開發(fā)[D];華東師范大學(xué);2006年

3 梁軍妮;基于知識(shí)管理的網(wǎng)絡(luò)學(xué)習(xí)資源設(shè)計(jì)[D];河北大學(xué);2006年

4 樸雪;基于情境認(rèn)知理論的網(wǎng)絡(luò)課程學(xué)習(xí)環(huán)境建設(shè)研究[D];遼寧師范大學(xué);2006年

，

本文編號(hào)：1911905