生成性目标导向的网络学习环境设计研究

发布时间：2018-04-22 19:49

本文选题：生成性目标 + 目标导向　；参考：《电化教育研究》2014年03期

【摘要】：随着教育评价的多元化发展,"生成性目标"以及由来已久的"生成性教学思想"在网络教育中越来越受到人们的重视和提倡,这也深刻影响着网络学习环境的设计。生成性目标是随着教育过程的展开而生成的目标,是问题解决的结果,强调在学习者与问题情境的交互作用过程中不断地产生出新的目标,是过程取向的目标。生成性目标导向下,学习的"定向点"即为问题解决,网络学习环境设计以问题解决活动为主线,学习资源、学习支持服务、学习共同体、网络学习平台的设计均服务于问题解决活动这一核心。问题解决活动设计可以分为问题情境设计、问题框架设计、问题表征设计、评价方案设计四个基本环节。与此对应,生成性目标导向下的结构化学习资源包括问题情境材料、问题、知识库、背景材料、策略库、问题解决样例、案例库;非结构化资源包括博文、帖子、评论信息、状态记录等。
[Abstract]:With the diversified development of educational evaluation, "generative goal" and "generative teaching thought" have been paid more and more attention to and advocated in network education, which has a profound impact on the design of network learning environment. Generative goal is the result of problem solving with the development of educational process. It emphasizes that new goal is produced constantly in the process of interaction between learner and problem situation, which is the goal of process orientation. Under the guidance of generative goal, the "directed point" of learning is problem solving. The design of network learning environment takes problem-solving activities as the main line, learning resources, learning support services, learning community. The design of e-learning platform serves the core of problem-solving activities. Problem solving activity design can be divided into four basic links: problem situation design, problem frame design, problem representation design and evaluation scheme design. Accordingly, structured learning resources under generative goal orientation include problem situational material, problem base, knowledge base, background material, strategy base, problem solving sample, case base, unstructured resources including post, post, comment information, etc. A state record, etc.
【作者单位】：北京师范大学教育学部教育技术学院;
【基金】：北京市教育科学“十二五”规划2012年度重点课题“基于远程学习者模型的差异化教学目标设计研究”(项目编号:AEA12075)
【分类号】：G434

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