本文選題：手機(jī)移動(dòng)學(xué)習(xí) + 無(wú)線遠(yuǎn)程學(xué)習(xí)環(huán)境　； 參考：《遼寧師范大學(xué)》2009年碩士論文

【摘要】： 技術(shù)進(jìn)步和社會(huì)經(jīng)濟(jì)的發(fā)展,帶來(lái)了教育理念和學(xué)習(xí)方式變革,終身學(xué)習(xí)、基于工作的學(xué)習(xí)、做中學(xué)等理念正逐漸被人們接受并轉(zhuǎn)化為實(shí)踐。在信息化環(huán)境下學(xué)習(xí)不需要、甚至不應(yīng)該被局限在一個(gè)特定的階段(入學(xué)時(shí)間)和特定的地點(diǎn)(學(xué)校),更不應(yīng)該標(biāo)準(zhǔn)化運(yùn)作和以一貫之。當(dāng)前的遠(yuǎn)程教育教學(xué)體系在設(shè)計(jì)上很完善,為一些無(wú)法接受正常教育的成人及偏遠(yuǎn)山區(qū)的學(xué)生提供了一個(gè)遠(yuǎn)程學(xué)習(xí)的平臺(tái),并且充分考慮了遠(yuǎn)程學(xué)習(xí)者自學(xué)及面授輔導(dǎo)的需要,然而在具體開(kāi)展遠(yuǎn)程教育教學(xué)的過(guò)程中,卻并沒(méi)能達(dá)到預(yù)期的效果。由于其自身的局限性,無(wú)法滿足學(xué)生隨時(shí)隨地學(xué)習(xí)的需要,為遠(yuǎn)程教學(xué)的具體實(shí)施帶來(lái)諸多不便。 本文著眼于當(dāng)前遠(yuǎn)程教學(xué)的現(xiàn)狀,采用文獻(xiàn)研究法全面閱讀分析了近五年(2004——2008)來(lái)國(guó)內(nèi)主要期刊中與“移動(dòng)學(xué)習(xí)”、“手機(jī)移動(dòng)學(xué)習(xí)”、“遠(yuǎn)程學(xué)習(xí)”主題相關(guān)的文獻(xiàn),進(jìn)行總體分析,把握其研究的主題、范圍、焦點(diǎn)和主要觀點(diǎn)。同時(shí)采用案例分析法,選擇大連廣播電視大學(xué)開(kāi)放教育公共事業(yè)管理(教育管理)專業(yè)《現(xiàn)代教育技術(shù)》課程為研究對(duì)象,通過(guò)對(duì)教學(xué)活動(dòng)過(guò)程的研究,采用問(wèn)卷法分析了大連廣播電視大學(xué)現(xiàn)代遠(yuǎn)程教育教學(xué)支持體系在實(shí)際教學(xué)當(dāng)中的積極因素和不利因素。并結(jié)合該校自身遠(yuǎn)程學(xué)習(xí)的特點(diǎn),提出了針對(duì)遠(yuǎn)程學(xué)習(xí)的手機(jī)移動(dòng)學(xué)習(xí)系統(tǒng)的功能模塊的設(shè)計(jì)思路,保留現(xiàn)有遠(yuǎn)程教學(xué)體系中有利于教學(xué)的功能模塊,(包括自學(xué)材料、協(xié)同學(xué)習(xí)、網(wǎng)上學(xué)習(xí)、面授輔導(dǎo)、實(shí)踐活動(dòng))改造不完善的功能模塊,增加適合于教學(xué)的功能模塊,更好地為創(chuàng)設(shè)無(wú)線遠(yuǎn)程學(xué)習(xí)環(huán)境服務(wù)。主要表現(xiàn)在兩個(gè)方面:一是對(duì)原有體系的完善,二是提供的服務(wù)不僅局限于PC機(jī),還增設(shè)了針對(duì)手機(jī)終端的各種服務(wù)。增設(shè)了一些針對(duì)手機(jī)終端學(xué)習(xí)的模塊,如多媒體課件制作轉(zhuǎn)換模塊,將原有提供下載到PC機(jī)的課件資源轉(zhuǎn)換為適合手機(jī)屏幕的課件。 利用手機(jī)移動(dòng)學(xué)習(xí)系統(tǒng)構(gòu)建的無(wú)線遠(yuǎn)程學(xué)習(xí)環(huán)境,可以為學(xué)習(xí)者隨時(shí)隨地呈現(xiàn)動(dòng)態(tài)的、可交互的、個(gè)性化學(xué)習(xí)內(nèi)容,可以提供強(qiáng)大的學(xué)習(xí)管理和支持,可以使得學(xué)習(xí)活動(dòng)與工作、日常生活等有機(jī)地融合在一起,可以實(shí)施更為靈活的跨越時(shí)空的教學(xué)指導(dǎo)活動(dòng)和基于情境的協(xié)作探究活動(dòng)等。在無(wú)線遠(yuǎn)程學(xué)習(xí)環(huán)境中,任何人在任何時(shí)間都可以進(jìn)行學(xué)習(xí),真正體現(xiàn)以學(xué)習(xí)者為中心,真正地實(shí)現(xiàn)終身學(xué)習(xí)。
[Abstract]:The technological progress and the development of social economy have brought about the change of educational idea and learning way. The concepts of lifelong learning, work-based learning and doing learning are gradually accepted and transformed into practice. Learning in an information-based environment does not require, or should not even be limited to, a particular stage (time of admission) and a particular location (school), not to mention standardization of operation and consistency. The current distance education system is well designed to provide a platform for distance learning for adults who cannot receive normal education and students in remote mountain areas, and to fully consider the needs of distance learners' self-study and face-to-face tutoring. However, in the process of developing distance education, it has not achieved the expected results. Because of its own limitations, it can not meet the needs of students learning anytime, anywhere, and bring many inconvenience to the implementation of distance teaching. Focusing on the present situation of distance learning, this paper comprehensively reads and analyzes the literature related to the topics of "mobile learning", "mobile phone learning" and "distance learning" in major journals in China in the past five years (from 2004 to 2008) with the method of literature research. Conduct general analysis and grasp the subject, scope, focus and main points of study. At the same time, by using the case analysis method, the course "Modern Educational Technology" of Dalian Radio and TV University's Open Education Public Enterprise Management (Education Management) is chosen as the research object, and through the research of teaching activity process, This paper analyzes the positive and unfavorable factors of the teaching support system of modern distance education in Dalian Radio and Television University by means of questionnaire. Combined with the characteristics of distance learning in the school, this paper puts forward the design idea of the function module of the mobile learning system of mobile phone for distance learning, and retains the function modules (including self-study materials) in the existing distance learning system. Collaborative learning, online learning, face-to-face tutoring, practical activities) the transformation of imperfect functional modules, the addition of functional modules suitable for teaching, better for the creation of wireless distance learning environment services. The main performance is in two aspects: one is to improve the original system, the other is to provide services not only limited to the PC, but also to add a variety of services for mobile terminals. Some modules for mobile phone terminal learning are added, such as multimedia courseware making conversion module, which converts the original courseware resources provided to PC into courseware suitable for mobile phone screen. The wireless distance learning environment constructed by mobile learning system can provide learners with dynamic, interactive and personalized learning content anytime and anywhere, and can provide powerful learning management and support. It can make learning activities and work, daily life and other organic integration together, can implement more flexible activities across time and space of teaching guidance activities and situation-based collaborative inquiry activities and so on. In the wireless distance learning environment, anyone can learn at any time.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G434

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本文編號(hào)：1831957