基于数字博物馆的历史文化探究教学——以西湖文化数字博物馆为例

发布时间：2018-03-26 03:07

本文选题：数字博物馆　切入点：探究教学模式　出处：《现代远程教育研究》2013年05期

【摘要】：探究学习是一种课程形态,也是一种主动运用相关知识解决实际问题的学习方式。它倡导学生自主、合作与探究学习,促进学习方式的转变。这是基础教育课程改革的核心内容。数字博物馆的在线展览具有跨学科性质,博物馆学、信息技术和教育学等学科领域知识是在线展览设计的重要维度。根据认知灵活性理论,在历史教学或学生对历史文化的自主学习中,可以最大限度地利用数字博物馆及其他网络资源,通过对信息资源的综合分析,最终得到创造性的问题解决方案。基于数字博物馆探究学习的评价体系,具有评价主体多元性、评价过程全程性、评价内容丰富性、评价方式多样性的特征。在西湖文化数字博物馆探究教学的实践中,给我们的反思:一是如果将教学目标停留在技术与资源本身,即便学生信息素养有所提高,但教育目标还是难以实现,这种本末倒置的行为不利于学生成长;二是强调利用数字博物馆资料,实现知识的自我建构,但决不能排斥教师的帮助和指导;三是信息技术与历史学科教学深层次整合的关键在于对教学做出结构性调整,这种整合性课程形态,能够为学生的创新活动提供时空环境。
[Abstract]:Inquiry learning is a kind of curriculum form, it is also an active use of relevant knowledge to solve practical problems. It advocates students' autonomy, cooperation and inquiry learning. Promoting a change in learning style. This is the core of the basic education curriculum reform. The online exhibition of the digital museum has an interdisciplinary nature, museology, The knowledge of information technology and pedagogy is an important dimension of online exhibition design. According to the theory of cognitive flexibility, in history teaching or students' autonomous learning of history and culture, The digital museum and other network resources can be utilized to the maximum extent, and through the comprehensive analysis of the information resources, the creative problem solution can be finally obtained. The evaluation system based on the digital museum inquiry learning has the pluralistic evaluation subject. In the practice of inquiry teaching in the West Lake Cultural Digital Museum, it gives us reflection: first, if the teaching goal is to stay in the technology and resources itself, Even though students' information literacy has been improved, it is still difficult to achieve their educational goals. This kind of putting the cart before the horse is not conducive to the growth of students. The second is to emphasize the use of digital museum materials to realize the self-construction of knowledge. Third, the key to the deep integration of information technology and history teaching lies in the structural adjustment of teaching, which can provide spatio-temporal environment for students' innovative activities.
【作者单位】：浙江大学教育技术研究所;
【基金】：2012-2013年度中央高校基本科研业务费专项资金资助项目“虚实融合的协作环境及其学习活动研究”(2050205-12)
【分类号】：G260.7

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