大学课程bl教学设计.pdf

,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 oftheIntemet and the rapid development of E—learning, international experts of educational technology,based on the summary of education practiceexperiences forthe recent few years,give acompletely new concept of Blended Learning(BL forshort)based on itsori西nal oncept、1hat is bine the advantages oftraditionallearning methods and those ofE— in thisway,can thetwo methods make up for each otherinorder toga纽the bestlearning isthe corfLrnon cognition ofimemational experts ofeducational technology and itconsists with thereform threadofthe integration ofinformational technology andcurriculum inChina. nle call support extra-curriculum learning at different paces and the interactionamong students and hasposRive effects on fostering thecapabilities ofthese learners on criticalthinking andproblem solving, bines on-line classand traditional class carl help thelearning ofall—dayon—campus college those learners who have grown up intraditional instruction environment,ifthey are able to adjust tothis new learning method and learning feature,is directly related tothe learning strategies ofthe learners. Instructional design aims atoptimizing instructional effectsand itisthe course of systematical design of each factor tocarry o