网络环境下的个体非线性学习研究

发布时间：2018-01-21 22:51

本文关键词： 网络环境个体学习非线性学习个体非线性学习　出处：《西北师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：终身教育要求学习者要活到老，学到老，不断的更新知识技能。信息技术的发展深刻的变革了学习的方式，网络学习也随之兴起并成为主要学习方式之一。网络学习的出现为终身学习提供了可能性。由于网络学习的自主化，资源的多样化等因素的影响，导致网络环境下的学习者是一种自主建构、互动、体验知识的过程。目前的研究表明网络学习的质量并不令人满意，网络学习理论研究的滞后，，严重影响网络学习的质量。基于学习者个体的主体性，在建构主义、联通主义理论、认知灵活性理论和随即通达教学的影响，依据网络环境中个体非线性学习的构建依据和对学习者能力的要求，以非线性学习的一般模式为基础，本文构建出一种网络环境下的个体非线性学习模式，认为网络环境下的个体非线性学习应包含五个要素：学习者个体、资源、教学、结构和支持。分别从五个要素构建网络环境下的个体非线性学习，包括资源选择的设计原则与步骤、非线性学习的教学设计、非线性学习的结构设计和非线性学习的支持方式。并提出相应的实施策略，以期对网络环境下的个体非线性学习提供一定的理论指导，有效的促进网络学习的质量。本文由五部分组成。第一部分是绪论，简明阐述了论文的研究背景、研究问题的提出、研究的目的意义和研究内容与方法。第二部分是本文的文献综述，对相关概念进行界定，阐述相关理论和国内外相关研究现状，分析个体非线性学习的特点。第三部分是本文的核心内容，从网络环境下个体非线性学习产生的依据和对个体学习者的能力要求角度出发，以非线性学习的一般模式为基础，构建网络环境下的个体非线性学习模式，从学习模式的五个要素分别提出构建的过程步骤，并探析了网络环境下的个体非线性学习空间的特性。第四部分是对网络环境下的个体非线性学习的实施从自主性和非线性两个角度提出建议策略。第五部分是本文的结论与反思，概括了本文的主要研究结论，阐述研究的不足及后续的努力方向。
[Abstract]:Lifelong education requires learners to live, learn, and constantly update their knowledge and skills. The development of information technology has profoundly changed the way of learning. E-learning has become one of the main learning methods. The emergence of e-learning provides the possibility for lifelong learning. Due to the autonomy of e-learning, the diversification of resources and other factors. The current research shows that the quality of online learning is not satisfactory and the theoretical research of network learning lags behind. Seriously affect the quality of network learning. Based on the individual subjectivity of learners, the influence of constructivism, Connectivism theory, cognitive flexibility theory and immediate access teaching. According to the construction basis of individual nonlinear learning in the network environment and the requirement of learners' ability, based on the general model of nonlinear learning, this paper constructs a kind of individual nonlinear learning model under the network environment. The author thinks that the individual nonlinear learning under the network environment should contain five elements: learner individual, resource, teaching, structure and support, and construct the individual nonlinear learning under the network environment from the five elements respectively. It includes the design principles and steps of resource selection, the teaching design of nonlinear learning, the structural design of nonlinear learning and the support of nonlinear learning. In order to provide some theoretical guidance for individual nonlinear learning in the network environment, and effectively promote the quality of network learning. This paper is composed of five parts. The first part is the introduction, which briefly describes the research background, research issues, purpose, significance, research content and methods. The second part is the literature review of this paper. Define the relevant concepts, explain the relevant theory and domestic and foreign related research status, analyze the characteristics of individual nonlinear learning. The third part is the core content of this paper. Based on the general model of nonlinear learning, the individual nonlinear learning model under the network environment is constructed from the basis of individual nonlinear learning and the ability requirements of individual learners under the network environment. From the five elements of the learning model, respectively, the construction process steps are put forward. It also analyzes the characteristics of the individual nonlinear learning space in the network environment. Part 4th gives some suggestions on the implementation of the individual nonlinear learning in the network environment from the perspectives of autonomy and nonlinearity. Part 5th is the following. Conclusion and reflection. This paper summarizes the main conclusions of the study, describes the shortcomings of the study and the direction of future efforts.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G442

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