如何有效设计高质量的MOOCs——基于认知目标分类和交互分析框架的思考

发布时间：2018-01-24 09:02

本文关键词： MOOCs 实践形式认知目标分类教学交互有效设计　出处：《现代远程教育研究》2014年06期 　论文类型：期刊论文

【摘要】：MOOCs的发展经历了从2012年的狂热支持,到2013年的反对声日益高涨的急速转变之后,如何有效设计高质量的MOOCs成为研究者和实践者日益关注的重要问题。教学目标与教学交互是网络课程设计的两大关键。基于布鲁姆认知目标分类以及穆尔的教学交互分析框架对现有三种MOOCs实践形式进行分析发现:以内容传递为主的MOOCs(xMOOCs)把认知行为主义作为理论基础,强调知识的传递,注重学生与内容的交互,处于认知目标分类底层;以任务完成为主的MOOCs(sMOOCs)混合了认知主义和建构主义学习理论,强调做中学,重视学生之间以及师生之间的交互,处于认知目标分类的中间层;以网络建立为主的MOOCs(cMOOCs)基于联通主义学习理论,强调学生和内容的交互是学习发生的基础,学生和学生的交互是学习发生的关键,学生与教师的交互是学习发生的保障,处于认知目标分类的最上层。三类MOOCs各有其优势和不足,在MOOCs设计和开发的过程中需要打破这些MOOCs分类之间的界限,根据教学目标,选择最佳的教学内容、教学方法,保持目标、内容、方法的一致和最佳匹配。我国在设计和开发MOOCs的过程中,还需要思考如何利用精品课程建设的已有成果,如何开放学习过程,并且在此过程中形成自身特色,吸引学习者的可持续、大规模参与。
[Abstract]:MOOCs's growth has been followed by a rapid shift from fanatical support in 2012 to rising opposition in 2013. How to effectively design high-quality MOOCs has become an important issue that researchers and practitioners pay more and more attention to. Teaching goal and teaching interaction are the two key points in Web-based curriculum design. Classification of cognitive goals based on Bloom and Mu. In the framework of instructional interaction analysis, the author analyzes the three practical forms of MOOCs and finds out the following:. MOOCs-based content delivery. XMOOCstakes cognitive behaviorism as the theoretical basis. Emphasis on the transfer of knowledge, pay attention to the interaction between students and content, at the bottom of the classification of cognitive goals; The task-oriented MOOCs combines cognitive and constructivist learning theories, emphasizing learning by doing, and paying attention to the interaction between students and students as well as between teachers and students. In the middle of the classification of cognitive goals; Based on the theory of Unicentialism, it emphasizes that the interaction between students and content is the basis of learning, and the interaction between students and students is the key to learning. The interaction between students and teachers is the guarantee of learning and is at the top of the classification of cognitive goals. Each of the three types of MOOCs has its own advantages and disadvantages. In the process of MOOCs design and development, we need to break the boundary between these MOOCs classification, according to the teaching objectives, choose the best teaching content, teaching methods, keep the goal, content. In the process of designing and developing MOOCs, we also need to consider how to make use of the existing achievements in the construction of high-quality courses and how to open the learning process. And in the process of forming their own characteristics, attract learners sustainable, large-scale participation.
【作者单位】：江南大学田家炳教育科学学院;北京师范大学远程教育研究中心;
【分类号】：G434
【正文快照】： 一、引言MOOCs的发展经历了从2012年的狂热支持,到2013年的反对声日益高涨的急速转变。对MOOCs的反对,促进了MOOCs发展中泡沫的挤压,也导致大家开始关注如何有效设计和运行高质量的MOOCs问题。根据丽萨·默·莱恩的分类,现有的MOOCs包含三种实践形式:以内容传递为主的MOOCs(又

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