[1]石小岑.美国K-12混合式学习模式变革的多元化路径[J].远程教育杂志,2016,(01):053-60.[doi:10.15881/j.cnki.cn33-1304/g4.2016.01.006]
 Shi Xiaocen.Diversified Path of American K-12 Blended Learning Revolution[J].Distance Education Journal,2016,(01):053-60.[doi:10.15881/j.cnki.cn33-1304/g4.2016.01.006]
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美国K-12混合式学习模式变革的多元化路径()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2016年01期
页码:
053-60
栏目:
学习新论
出版日期:
2016-01-15

文章信息/Info

Title:
Diversified Path of American K-12 Blended Learning Revolution
作者:
石小岑
清华大学 教育研究院,北京 100084
Author(s):
Shi Xiaocen
Institute of Education, Tsinghua University,Beijing,100084
关键词:
混合式学习K-12多元化路径
Keywords:
Blended learning K-12 Diversified path
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2016.01.006
文献标志码:
A
摘要:
美国K-12混合式学习业已发展出转换模式、弹性模式、菜单模式、增强虚拟模式等多元化类型,不同类型的混合式学习各具特点,体现在学习群体、在线学习份额、教师角色、学习转换路径等不同方面。这场变革在提升学习效果和效率方面获得的成功有赖于其推动学习者走向学习的中心、提供结构化和非结构化的学习和让学生“学会”学习的特点。但从长远看来,类型划分的模糊性与单一性、资源配置不均衡、教师技术能力和基于技术的教学能力不足和被边缘化等问题限制了它的发展。作为混合式学习变革的先行者,美国混合式学习的正反两方面经验为我国的混合式学习变革提供了有益的启示。
Abstract:
K-12 blended learning in the United States has been developed a multiple model, such as Rotation, Flex, A la Carte, and Enriched Virtual. Different blended learning models have their own characteristics, which are reflected in the different aspects of learners, online learning ratio, teacher’s role and learning transition path. The success of this revolution in improving learning effectiveness and efficiency depends on the characteristics of promoting learner-centered learning, providing structured and unstructured learning and teaching students how to learn. But in the long run, the problems including fuzziness and singularity of classification, unbalanced allocation of resources, lack of technical ability, teaching ability based on technology and being marginalized have limited its development. As the forerunner of blended learning, the experiences of American blended learning, whether it is positive or negative, have shed light on the reform of blended learning in China.

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备注/Memo

备注/Memo:
基金项目:本文为教育部人文社会科学研究专项任务项目“我国K-12阶段STEM教育现状与问题研究”(项目编号:15JDGC002)的阶段性成果。
更新日期/Last Update: 2016-01-15