本文選題：遠(yuǎn)程多媒體教學(xué)策略 + 生成性構(gòu)成　； 參考：《電化教育研究》2009年08期

【摘要】：遠(yuǎn)程多媒體教學(xué)策略的構(gòu)成要素包括指向自我內(nèi)部狀態(tài)的元認(rèn)知成分、指向外部運(yùn)作狀態(tài)的調(diào)控成分和內(nèi)外部統(tǒng)整結(jié)合的操作成分,表現(xiàn)出生成狀態(tài)。分別指向陳述性知識(shí)、程序性(含策略性)知識(shí)和境脈性知識(shí)的解釋性定向策略、行動(dòng)性定向策略、問題性定向策略,反映其內(nèi)容性側(cè)面。對(duì)應(yīng)于遠(yuǎn)程多媒體教學(xué)的準(zhǔn)備、實(shí)施、評(píng)價(jià)三個(gè)階段的教學(xué)策略分別是環(huán)境創(chuàng)生、交互作用、績效支持以及知識(shí)管理策略,表現(xiàn)師生雙方對(duì)教學(xué)的參與度。
[Abstract]:The constituent elements of distance multimedia teaching strategy include metacognitive elements pointing to the internal state of self, regulating elements pointing to the external operational state and the operational component of integrating internal and external integration, showing the state of production. It points to the explanatory orientation strategy, the action orientation strategy and the problem orientation strategy of declarative knowledge, procedural knowledge (including strategic knowledge) and contextual knowledge, which reflect the content side. Corresponding to the preparation, implementation and evaluation of distance multimedia teaching, the three teaching strategies are environment creation, interaction, performance support and knowledge management strategies, which show the participation of teachers and students in teaching.
【作者單位】： 重慶師范大學(xué)特殊教育學(xué)院;
【分類號(hào)】：G434
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本文編號(hào)：1869188