【摘要】：教學(xué)應(yīng)答系統(tǒng)(ARS)作為有效的教學(xué)工具,其功能的發(fā)揮與ARS問題設(shè)計具有密切的聯(lián)系。通過文獻研究,在分析ARS問題設(shè)計必要性、綜述國外ARS問題設(shè)計研究現(xiàn)狀的基礎(chǔ)上,從問題角色、問題目標、實現(xiàn)機制等三方面論述了ARS問題設(shè)計理論框架。認為ARS應(yīng)答問題是課堂教學(xué)動力的核心,ARS問題具有內(nèi)容、過程、元認知等三重目標,目標實現(xiàn)的機制包括提出問題引起學(xué)生的注意、思考問題激發(fā)認知過程、應(yīng)答信息柱狀圖給師生提供反饋信息、師生和生生討論促進觀點的明晰和碰撞。同時以ARS問題設(shè)計的理論框架為依據(jù),闡述了問題設(shè)計的實踐策略,并總結(jié)ARS問題的典型特征、設(shè)計步驟和實踐建議。
[Abstract]:As an effective teaching tool, the function of teaching response system (ARS) is closely related to the design of ARS problem. Through literature research, on the basis of analyzing the necessity of ARS problem design and summarizing the present situation of foreign ARS problem design research, this paper discusses the theoretical framework of ARS problem design from three aspects: problem role, problem goal and realization mechanism. It is considered that ARS response problem is the core of classroom teaching motivation. ARS problem has three goals, such as content, process, metacognition and so on. The mechanism of goal realization includes asking questions to attract students' attention, thinking questions to stimulate cognitive process, responding information bar chart to provide feedback information to teachers and students, and the discussion between teachers and students to promote the clarity and collision of views. At the same time, based on the theoretical framework of ARS problem design, this paper expounds the practical strategy of problem design, and summarizes the typical characteristics, design steps and practical suggestions of ARS problem.
【作者單位】： 南通大學(xué)教育科學(xué)學(xué)院;浙江大學(xué);
【基金】：浙江大學(xué)社會科學(xué)培育項目“虛實融合的協(xié)作環(huán)境及其學(xué)習活動研究(2012-2013)”(項目編號2050205-12)
【分類號】：G420

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