远程课程的设置与学生自主学习能力的发展

发布时间：2018-05-23 17:17

本文选题：自主学习能力 + 远程课程　；参考：《中国远程教育》2009年05期

【摘要】：2006/2007学年,法国Stendhal大学远程语言开放课程项目小组编制和实施了一个专门为提高学生汉语听力理解能力的混合课程。为了解该混合课程中远程部分的课程设置对学生自主学习能力的发展是否有影响、有什么样的影响、还存在哪些问题及如何解决这些问题等,我们于2008年10月开始进行了一次混合课程实验,实验采用集体讨论法和问卷调查法,对12名学生进行了研究。研究发现,通过对该混合课程的学习,学生在技术领域、信息领域、方法领域、社会领域、认知领域、元认知领域、心理情感领域等方面的自主学习能力都有不用程度的发展。领域不用,发展的程度也大不相同,一些学生在技术领域、信息领域、方法领域的进步远远大于在认知领域和心理情感领域的进步,而社会领域的自主学习能力发展最为薄弱,在远程平台上几乎没有学生间的互动。为提高学生的远程互动,课程设计者必须意识到团队任务的重要性并能够适当地在课程中予以引入。
[Abstract]:In the 2006 / 2007 academic year, the Open distance language Program at the University of Stendhal, France, developed and implemented a mixed course designed to improve students' ability to understand Chinese. In order to understand whether the distance part of the hybrid curriculum has an impact on the development of students' autonomous learning ability, what kind of impact, what problems and how to solve these problems, etc. A mixed course experiment was conducted in October 2008. The experiment was conducted on 12 students by means of group discussion and questionnaire survey. The study found that the autonomous learning ability of students in the fields of technology, information, method, society, cognition, metacognition, psychology and emotion has not been developed. Some students in the fields of technology, information, methods are far more advanced than in the field of cognition and psychology and emotion, while the development of autonomous learning in the social field is the weakest. There is little interaction between students on the remote platform. In order to improve students' distance interaction, course designers must be aware of the importance of team tasks and be able to properly introduce them into the course.
【作者单位】：法国Stendhal大学LIDILEM语言实验室;
【分类号】：H195

【参考文献】