[1]蒋志辉,赵呈领,李红霞.基于微信的“多终端互动探究”学习模式构建与实证研究[J].远程教育杂志,2016,(06):046-54.[doi:10.15881/j.cnki.cn33-1304/g4.2016.06.006]
 Jiang Zhihui,Zhao Chengling,Li Hongxia.Construction of a Wechat-based Learning Model of Multi-terminal Interactive Inquiry and the Empirical Study[J].Distance Education Journal,2016,(06):046-54.[doi:10.15881/j.cnki.cn33-1304/g4.2016.06.006]
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基于微信的“多终端互动探究”学习模式构建与实证研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2016年06期
页码:
046-54
栏目:
学习新论
出版日期:
2016-11-09

文章信息/Info

Title:
Construction of a Wechat-based Learning Model of Multi-terminal Interactive Inquiry and the Empirical Study
作者:
蒋志辉; 赵呈领; 李红霞
1.华中师范大学 教育信息技术学院,湖北武汉 430079;2.长沙师范学院 电子与信息工程系,湖南长沙 410100
Author(s):
Jiang Zhihui; Zhao Chengling; Li Hongxia
1. School of Educational Information Technology, Central China Normal University, Wuhan Hubei 430079; 2. Department of Electronic and Information Engineering, Changsha Normal University, Changsha Hunan 410100
关键词:
微信PST理论社交网络社交学习互动探究学习
Keywords:
Wechat PST theory The social network Social learning Interactive inquiry-based learning
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2016.06.006
文献标志码:
A
摘要:
微信作为具有强交互性、强黏贴性等特点的社会性软件,在教育中的应用倍受关注。依据PST理论及其相关研究成果,研究构建了基于微信的“多终端互动探究学习”模型,并从教学法、社会交互和技术支持三个维度,全面剖析该模式的理论可行性。为探讨基于微信的“多终端互动探究学习”模型的实践可行性,开展了基于该模式的主题探究学习活动。结果表明,学习者能主动参与探究学习,在学习效果、互动交流、微信的操作等三方面的满意度较高。最后,探讨了基于微信平台的互动探究学习的教学意义和缺陷不足。
Abstract:
Wechat has attracted great attention as a social software of strong interactivity and cohesion. Based on the PST theories and its related achievements, the author constructed a Wechat-based learning model of multi-terminal interactive inquiry, and analyzed the feasibility of the model from the dimensions of pedagogy, social interaction and technological support. In order to explore the practical effectiveness of the model, the author carried out the thematic inquiry learning activities based on the model . The results suggested that learners could actively participate in the learning process and got high satisfaction in the learning effects, interaction and the basic operations of Wechat. Finally, the author discussed the teaching significance and deficiencies of the interactive inquiry learning based on Wechat.

相似文献/References:

[1]丁继红,熊才平,刘静,等.PST视域下教师社群学习模式的分析与重构[J].远程教育杂志,2015,(03):033.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.005]
 Ding Jihong,Xiong Caiping,Liu Jing,et al.Analysis and Reconstruction of Social Learning Model for Teachers Based on the Theory of PST[J].Distance Education Journal,2015,(06):033.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.005]
[2]王 萍.微信移动学习的支持功能与设计原则[J].远程教育杂志,2013,(06):034.
 Wang Ping.Support Functions and Design Principles of Mobile Learning Based on Wechat[J].Distance Education Journal,2013,(06):034.

备注/Memo

备注/Memo:
基金项目:本文系教育部中国移动基金项目“师范生信息化教学能力标准与培养模式实证研究”(项目编号:MCM20150607);湖南省教育科学“十三五”规划省级一般资助项目“义务教育教师信息化教学能力培养策略与实证研究”(项目编号:XJK016BXX012);湖南省哲学社会科学基金项目“湖南省中小学校教育信息化现状与对策研究”(项目编号:15YBA030)阶段性研究成果。
更新日期/Last Update: 2016-11-11