[1]李新房,刘名卓,祝智庭.基于连通主义的双联通教学设计模型(SCCS)研究[J].远程教育杂志,2016,(05):083-88.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.009]
 Li Xinfang,LiuMingzhuo,Zhu Zhiting.Research on Connectivism-based Instructional Design Model Featured with Social and Cognitive-Connectedness Schemata[J].Distance Education Journal,2016,(05):083-88.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.009]
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基于连通主义的双联通教学设计模型(SCCS)研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2016年05期
页码:
083-88
栏目:
学术视点
出版日期:
2016-09-13

文章信息/Info

Title:
Research on Connectivism-based Instructional Design Model Featured with Social and Cognitive-Connectedness Schemata
作者:
李新房; 刘名卓; 祝智庭
1.华东师范大学 教育信息技术学系;2.华东师范大学 开放教育学院,上海 200062
Author(s):
Li Xinfang; LiuMingzhuo; Zhu Zhiting
1. Department of Education Information Technology, East China Normal University; 2.School of Open Learning and Education, East China Normal University, Shanghai 200062
关键词:
连通主义教学设计模型社会联通认知联通
Keywords:
Connectivism Instructional design model Social-connectedness schemata Cognitive-connectedness schemata
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2016.05.009
文献标志码:
A
摘要:
数字技术的出现与迅速发展,引起了学习方式的变革,促使数字化学习成为当前学习的主要范式。沉浸于数字化学习的学习者除了应具有“交互性——数字导航素养”、“发现学习偏好”、“按照自己对数字化资源的探索做推理判断的意愿”等方面的认知联通能力,还应通过“连接”、“默观”、“捷取”的联通行为参与社会联通,我们把这两种联通行为称为“双联通”。为了让更多的人了解双联通模式以及双联通在教学中的应用,笔者主要从“双联通模式的内涵”、“双联通教学设计模型分析与启示”,以及设计案例等方面进行了阐述。
Abstract:
The emergence and rapid development of digital technology makes the digital learning have become one of the main learning paradigm ,and changes the learning way. The learners immersed in digital learning should have Cognitive-Connectedness Schemata which covers "interaction-Digital navigation literacy" ,"A preference for interactive, discovery-based learning"," A desire to make reasoned judgments based on their exploration of digital resources", and so on. And they must take part in Social-Connectedness by "Link","Lurk", and “Lunge". We put the two schemata known as Social and Cognitive-Connectedness Schemata (SCCS). In order to let more and more people to understand SCCS and the application of SCCS, the author mainly states: the connotation of SCCS, the analysis and enlightenment of SCCS Instruction Design Model, the case of design, and so on.

备注/Memo

备注/Memo:
基金项目:本文系西藏自治区青年教师创新支持计划项目“cMOOC创新能力培养模型构建及在西藏高校中的应用研究”(项目编号:QC2015-47)、西藏自治区高校人文社科项目“连通主义视域下藏族大学生在线学习行为研究”(项目编号:sk2015-46)、西藏自治区高等教育教学改革研究项目“西藏高校在线课程创新设计研究”(项目编号:Jg2015-31)的研究成果。
更新日期/Last Update: 2016-09-14