[1]林 琳,沈书生.形态视角下混合学习的结构审视与设计[J].远程教育杂志,2019,(03):070-77.[doi:10.15881/j.cnki.cn33-1304/g4.2019.03.007]
 Lin Lin,Shen Shusheng.Review and Design of the Structure of Blended Learning from the Morphological Perspective[J].Distance Education Journal,2019,(03):070-77.[doi:10.15881/j.cnki.cn33-1304/g4.2019.03.007]
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形态视角下混合学习的结构审视与设计()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2019年03期
页码:
070-77
栏目:
学习新论
出版日期:
2019-05-15

文章信息/Info

Title:
Review and Design of the Structure of Blended Learning from the Morphological Perspective
作者:
林 琳; 沈书生
南京师范大学 教育科学学院,江苏南京 210097
Author(s):
Lin Lin; Shen Shusheng
Education Scientific College, Nanjing Normal University, Nanjing Jiangsu 210097
关键词:
混合学习形态学五维教学设计信息化教学设计
Keywords:
Blended Learning Morphology Five-dimensional Instructional Design Information-based Instructional Design
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2019.03.007
文献标志码:
A
摘要:
混合学习的理论价值与实践价值的分离,与人们对其理解的程度有关,因此有必要明晰其本质。混合学习中混合的对象是以在线学习和面对面学习的互补为主要特征的学习的全过程。从形态视角出发,五维教学设计被提出,它提倡信息化教学设计的五个基础性观察维度,即人、物、事、境、脉。基于五维教学设计构建混合学习结构的研究发现:混合学习的目的是惠及每个学生的全面发展,特殊性在于对未知领域知识的探索,基于系统整体观的思维培养,基于认知主义动机观的内在动机激发。混合学习是在线与线下的空间混合,关注不同的技术支持;授导与探究的方法混合,关注多种真实的场景;接受与体验的活动混合,关注以学生为中心的活动序列;以及过程与结果的评价混合,关注从知能结构向心智结构的转变。
Abstract:
The theoretical value of blended learning is separated from practical value, which is related to people’s understanding of blended learning. It is necessary to clarify the essence of blended learning. The blended object of blended learning is the whole process of learning, characterized by the complementarily of online learning and face-to-face learning. From the morphological perspective, the Five-Dimensional Instructional Design has been proposed. It advocates five basic observation dimensions of information-based instructional design, included people, object, events, sense, and threads. Based on this, we construct a structure of blended learning to carry out the research. The findings show that: the purpose of blended learning is to promote the overall development of each student which including exploring knowledge in unknown fields, training thought based on the concept of viewing the system as a whole, improving learners’ intrinsic motivation based on the cognitive motivation theory. Blended learning is a blend of online space and offline space, which focus on different technical support; a blend of instruction and inquiry, which focus on multiple real-life scenarios; a blend of receiving activity and experiencing activity, which focus on student-centered activity sequences; and a blend of formative evaluation and summative evaluation, which focus on the transition from the cognitive structure to the mind structure.

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备注/Memo

备注/Memo:
基金项目:本文受江苏高校教育学优势学科建设工程资助项目(PAPD);2017年江苏省高等教育教改研究立项重点课题“历史视域下的江苏教育技术发展与教学促进研究”(2017JSJG425);2018年南京师范大学优秀博士学位论文选题资助计划(YXXT18_006)资助。
更新日期/Last Update: 1900-01-01