發(fā)布時(shí)間：2019-01-08 15:09

【摘要】：隨著網(wǎng)絡(luò)課程建設(shè)的迅猛發(fā)展,網(wǎng)絡(luò)課程層出不窮,其教學(xué)平臺(tái)在內(nèi)容、功能、形式等方面日趨多樣。由于網(wǎng)絡(luò)教學(xué)的特殊性,教學(xué)過(guò)程中的教學(xué)形式和教學(xué)交互成為影響網(wǎng)絡(luò)教學(xué)效果的主要因素,越來(lái)越多的學(xué)者開始關(guān)注并著力研究這兩個(gè)方面。PBL (Problem-based Learning,簡(jiǎn)稱PBL)是一種以“問(wèn)題”、“學(xué)習(xí)者”、“協(xié)作學(xué)習(xí)”為中心,構(gòu)建基于問(wèn)題解決的教學(xué)情境,通過(guò)問(wèn)題讓學(xué)習(xí)者開展學(xué)習(xí)活動(dòng)的教學(xué)模式,在提高學(xué)習(xí)者的積極性,培養(yǎng)學(xué)習(xí)者的問(wèn)題解決能力和創(chuàng)造性思維等方面有著明顯優(yōu)勢(shì)。基于PBL的教學(xué)模式,同樣適合網(wǎng)絡(luò)環(huán)境下開展教學(xué)。目前,PBL主要側(cè)重于模式、設(shè)計(jì)、應(yīng)用分析等方面的理論研究,很少?gòu)慕虒W(xué)交互的設(shè)計(jì)開發(fā)角度來(lái)研究PBL網(wǎng)絡(luò)課程。 本文結(jié)合教學(xué)交互探討和研究PBL網(wǎng)絡(luò)課程的教學(xué)模式及其平臺(tái)的設(shè)計(jì)。在閱讀大量相關(guān)文獻(xiàn)的基礎(chǔ)上,分析現(xiàn)有PBL網(wǎng)絡(luò)課程的研究成果與現(xiàn)狀,結(jié)合已有的PBL模式和網(wǎng)絡(luò)課程模式,提出了PBL網(wǎng)絡(luò)課程的教學(xué)模式。其教學(xué)過(guò)程由問(wèn)題階段、資源階段、方案形成階段和評(píng)價(jià)階段構(gòu)成,教學(xué)交互分為個(gè)性交互和社會(huì)性交互兩大類。在此基礎(chǔ)上,提出了PBL網(wǎng)絡(luò)課程的教學(xué)交互平臺(tái)的設(shè)計(jì)思想,教學(xué)過(guò)程的問(wèn)題階段和資源階段主要以個(gè)性交互為主,方案形成階段和評(píng)價(jià)階段主要以社會(huì)性交互為主。此外,為了提高教學(xué)效果,在交互過(guò)程中還設(shè)計(jì)了交互激勵(lì)機(jī)制,如積分機(jī)制、徽章機(jī)制等。最后依托《現(xiàn)代教學(xué)媒體與數(shù)字化學(xué)習(xí)資源》課程進(jìn)行了平臺(tái)實(shí)現(xiàn)和初步的教學(xué)實(shí)踐。 綜上,本研究從設(shè)計(jì)、開發(fā)以及應(yīng)用三個(gè)層次對(duì)PBL網(wǎng)絡(luò)課程的教學(xué)交互平臺(tái)進(jìn)行了探索。研究的創(chuàng)新點(diǎn)是設(shè)計(jì)了PBL網(wǎng)絡(luò)課程的教學(xué)交互模式,有效促進(jìn)學(xué)習(xí)者在平臺(tái)上交互的主動(dòng)性和積極性。但由于各種因素的影響,平臺(tái)的功能有待進(jìn)一步完善,平臺(tái)的應(yīng)用效果也需進(jìn)一步的驗(yàn)證。
[Abstract]:With the rapid development of network course construction, network course emerges in endlessly, its teaching platform is becoming more and more diverse in content, function, form and so on. Because of the particularity of network teaching, the teaching form and interaction in the teaching process become the main factors that affect the effect of network teaching. More and more scholars begin to pay attention to and study the two aspects of. PBL (Problem-based Learning,. PBL (short for PBL) is a kind of teaching mode which takes "problem", "learner" and "cooperative learning" as the center, constructs the teaching situation based on problem solving, and makes learners carry out learning activities through questions, which can improve the enthusiasm of learners. There are obvious advantages in developing learners' problem solving ability and creative thinking. The teaching mode based on PBL is also suitable for teaching under the network environment. At present, PBL mainly focuses on the theoretical research of pattern, design, application analysis and so on, and rarely studies the PBL network course from the angle of instructional interaction design and development. This paper discusses and studies the teaching mode and platform design of PBL network course based on teaching interaction. On the basis of reading a large number of related documents, this paper analyzes the research results and present situation of the existing PBL network course, and puts forward the teaching mode of PBL network course combining with the existing PBL model and the network course mode. The teaching process consists of problem stage, resource stage, scheme formation stage and evaluation stage. The teaching interaction can be divided into two categories: personality interaction and social interaction. On this basis, the design idea of teaching interaction platform of PBL network course is put forward. The problem stage and resource stage of teaching process are mainly individualized interaction, and social interaction is the main stage of scheme formation and evaluation. In addition, in order to improve the teaching effect, the interactive incentive mechanism, such as integration mechanism, badge mechanism and so on, is designed in the process of interaction. Finally, based on the course of Modern Teaching Media and Digital Learning Resources, the platform implementation and preliminary teaching practice are carried out. In summary, this study explores the teaching interaction platform of PBL network course from three levels: design, development and application. The innovation of the research is to design the teaching interaction mode of PBL network course, which can effectively promote the initiative and enthusiasm of learners' interaction on the platform. However, due to the influence of various factors, the function of the platform needs to be further improved, and the application effect of the platform needs further verification.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 徐爽;;美國(guó)高校網(wǎng)絡(luò)課程發(fā)展迅速[J];比較教育研究;2006年03期

2 辛娜敏,王立勛 ,張偉遠(yuǎn);遠(yuǎn)程教育中互動(dòng)的理念及派別之述評(píng)[J];中國(guó)遠(yuǎn)程教育;2003年17期

3 陳麗;遠(yuǎn)程教學(xué)中交互規(guī)律的研究現(xiàn)狀述評(píng)[J];中國(guó)遠(yuǎn)程教育;2004年01期

4 陳麗;遠(yuǎn)程學(xué)習(xí)的教學(xué)交互模型和教學(xué)交互層次塔[J];中國(guó)遠(yuǎn)程教育;2004年05期

5 陳麗虹;鄧安富;;網(wǎng)絡(luò)環(huán)境下PBL教學(xué)模式的研究與應(yīng)用[J];中國(guó)遠(yuǎn)程教育;2010年11期

6 石娟;;基于問(wèn)題的web-CKB學(xué)習(xí)績(jī)效評(píng)價(jià)研究[J];中國(guó)遠(yuǎn)程教育;2011年11期

7 王超杰;王曼華;閻一渡;;WPBL教學(xué)模式的構(gòu)成要素分析[J];電化教育研究;2007年01期

8 魏志慧,陳麗,希建華;網(wǎng)絡(luò)課程教學(xué)交互質(zhì)量評(píng)價(jià)指標(biāo)體系的研究[J];開放教育研究;2004年06期

9 馬紅亮;楊艷;丁新;;虛擬學(xué)習(xí)社區(qū)空間的社會(huì)學(xué)分析——以“華師在線”為例[J];開放教育研究;2007年03期

10 曹良亮;;異步交互工具的交互潛能——一項(xiàng)關(guān)于異步交互中教學(xué)交互結(jié)構(gòu)模型的研究[J];開放教育研究;2008年01期

，

本文編號(hào)：2404779