大本课程BL教学设计
摘 要
,国际教育技术界在总结近十年网络教育实践经验的基础上,利用Blended Learning(以下简称BL)原有基本内涵并赋予它一种全新含义:(即数字化或网络化学习) 的优势结合起来。只有将二者结合起来,使二者优势互补,才能获得最佳的学习效果。这是目前国际教育技术界的共识,也符合我国信息技术与课程整合的改革思路。
网络可以支持课外异步学习以及学生之间的交互,网络对培养这些学习者的批判性思维、问题解决能力等都有着积极的作用。将网络课堂和传统课堂结合起来的BL 能够更好地支持在校全日制大学生的学习。对于在传统教学环境中成长起来的学习者来说,究竟能否适应这种学习方式和学习特点,这与学习者的学习策略有直接相关性。教学设计是以优化教学效果为目的,对教学系统中的各个要素进行系统计划的过程。在大学本科课程中如何实施BL方式,即由面对面的传统课堂讲授和网络学习混合组成的学习进程,如何对其进行教学设计和组织,是本课题研究的重点内容。本课题研究思路从分析教学过程环节入手,构建以课程导入、学习活动、学习支持和教学评价四个环节为主的BL教学设计模式,该教学设计模式注重体现学生主体地位和发挥教师主导作用,注重学习活动在BL类课程中的重要作用。通过《多媒体技术》课
程的行动研究,通过BL实施过程中遇到的问题,反思和完善该教学设计模式。
关键词:BlendedLearning、教学设计模式、学习活动、学习支持、学习策略
大本课程BL教学设计
Abstract
As the popularization of the Intemet and the rapid development of E—learning, international experts of educational technology,based on the summary of education practice experiences for the recent few years,give pletely new concept of Blended Learning(BL for short)based on its ori西nal basic concept、1hat is bine the
advantages of traditional learning methods and those of E— in this way,can
the two methods make up for each other in order to ga纽the best learning is the
corfLrnon cognition of imemational experts of educational technology and it consists with
the reform thread ofthe integration ofinformational technology and curriculum in China. nle call support extra-curriculum learning at different paces and the
interaction among students and the has posRive effects on fostering the capabilities ofthese learners on critical thinking and problem solving, bines on-line class and traditional class carl help the learning of all—day on—campus college
those learners who have grown up in traditional instruction environment,ifthey are able to adjust to this new learning method and learning feature,is directly related to the learning strategies ofthe learners.
Instructional design aims at optimizing instructional effects and it is the course of
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