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

【摘要】：遠程多媒體教學策略的構(gòu)成要素包括指向自我內(nèi)部狀態(tài)的元認知成分、指向外部運作狀態(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、程序性(含策略性)知識和境脈性知識的解釋性定向策略、行動性定向策略、問題性定向策略,反映其內(nèi)容性側(cè)面。對應于遠程多媒體教學的準備、實施、評價三個階段的教學策略分別是環(huán)境創(chuàng)生、交互作用、績效支持以及知識管理策略,表現(xiàn)師生雙方對教學的參與度。
[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】： 重慶師范大學特殊教育學院;
【分類號】：G434
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本文編號：1869188