[1]黄小强,柯清超.cMOOC的内涵及其主体观、知识观和学习观[J].远程教育杂志,2014,(02):048-57.[doi:10.15881/j.cnki.cn33-1304/g4.2014.02.007]
 Huang Xiaoqiang,Ke Qingchao.The Connotation of cMOOC and Its Views of Subject, Knowledge and Learning[J].Distance Education Journal,2014,(02):048-57.[doi:10.15881/j.cnki.cn33-1304/g4.2014.02.007]
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cMOOC的内涵及其主体观、知识观和学习观()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2014年02期
页码:
048-57
栏目:
深度阐述
出版日期:
2014-04-30

文章信息/Info

Title:
The Connotation of cMOOC and Its Views of Subject, Knowledge and Learning
作者:
黄小强;柯清超
1.广东电网公司 教育培训评价中心,广东广州 510520;2.华南师范大学 教育信息技术学院,广东广州 510631
Author(s):
Huang Xiaoqiang;Ke Qingchao
1. GPGC Education & Training and Evaluation Center, Guangdong Power Grid Corporation, Guangzhou, Guangdong 510520;2. School of Information Technology in Education, South China Normal University, Guangzhou, Guangdong 510631
关键词:
cMOOC关联主义自组织后现代主义课程论
Keywords:
cMOOC Connectivism Self-organization Postmodern curriculum theory
分类号:
G 434
DOI:
10.15881/j.cnki.cn33-1304/g4.2014.02.007
文献标志码:
A
摘要:
cMOOC是关联主义学习理论与开放教育理念在网络学习与非正式学习领域的实践发展,体现了后现代主义课程范式,对传播、分享与创新知识具有重要意义。首先通过分析、提取和总结国外学者早期对MOOC的表述,结合cMOOC的字面意义初步提出了cMOOC的描述性定义,进而分析了cMOOC与OCW、传统网络课程之间的区别;然后分析了cMOOC的差异性、自治性、交互性或关联性、开放性、参与性、生成性特征;最后基于关联主义学习理论、自组织理论与后现代主义课程论视角解析了cMOOC的主体观、知识观与学习观,结论是cMOOC主张交往、对话、理解与包容的关系型主体观;主张将知识看成是主体间协商对话的结果,倡导知识的境脉性、流变性与网络化;主张学习就是持续地个人知识网络创建过程。
Abstract:
cMOOC, which is the application of the connectivism and open education into e-learning and informal learning with the representation of the postmodern curriculum paradigm, is of great significance to knowledge communication, sharing and innovation. The descriptive definition of the cMOOC is issued from its literary meaning and by analyzing, extracting and summarizing the early expressions of MOOC defined by the foreign scholars, and then the differences between the cMOOC, OCW and traditional online courses are analyzed. After that, the characteristics about diversity, autonomy, interactivity or connectedness, openness, participation and generativity of the cMOOC are analyzed. Finally, the views of its subject, knowledge and learning are analyzed from the perspective of connectivism, self-organization theory and the postmodern curriculum theory. The conclusions are that cMOOC advocates the relational subject with meanings of communication, dialogue, understanding and tolerance; that cMOOC regards the knowledge as the result of the dialogue between the main bodies and advocates situatedness, rheology and networking of the knowledge; that cMOOC treats learning as a personal learning network creation process.

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备注/Memo

备注/Memo:
基金项目:本文系2012年教育部人文社会科学研究项目“面向大学生数字化学习能力发展的网络开放课程研究与实践”(项目编号:12YJC880072)、广东省哲学社会科学“十二五”规划2011年度青年项目“基于社会化网络环境的PLE构建、应用与评价研究”(项目编号:GD11YJY02)的成果之一。
更新日期/Last Update: 2014-04-01