基于不同理念的教学设计形式化建模研究

发布时间：2018-06-29 02:56

本文选题：教学设计形式化 + 教学设计模型　；参考：《湖南师范大学》2014年硕士论文

【摘要】：教学设计是学习理论转换成实际教学行为的桥梁。网络教学的产生与发展,致使传统的教学设计方式已不足以适应网络教学设计的需要,这就对教学设计自动化提出了期望和要求,而信息技术在教学领域的运用为教学设计自动化的产生与发展提供了可能。教学设计自动化分为数字化、形式化和智能化三个层级,本研究从线性教学设计和非线性教学设计两种理念入手,基于IMS LD规范,采用学习单元设计工具将两种理念的教学设计实现形式化。本研究以IMS LD规范为指导,概述了IMS LD规范的概念模型、信息模型和主要开发工具,通过测试为本研究选择了Reload LD editor工具,并介绍了使用Reload LD editor工具进行教学设计形式化的一般步骤。线性教学设计中,在总结线其发展历史、影响和代表模型的基础上,提出其典型分支——网络课堂教学。进而详细论述网络课堂教学设计与线性教学设计关系,并设计了网络课堂教学设计的过程模型,最终与IMS LD规范的设计要素对应,以“教育技术的定义”的教学为例介绍利用Reload LD editor工具进行学习单元形式化的具体实施过程。通过实践证明,使用Reload LD editor工具可以实现线性教学设计的形式化。基于非线性理念的教学设计中,首先阐述了教学设计非线性理念的主要理论来源,非线性理念对传统教学设计的影响和启示,以及非线性理念在教学设计中的具体运用。其次选择基于非线性理念的教学设计的典型分支——基于网络的协作式自主学习设计,阐述基于网络的协作式自主学习的发展情况,并提出了基于网络的协作式自主学习设计的过程模型。最后与IMS LD规范要素的对应,同样以“教育技术的定义”的学习为例详细论述了利用Reload LD editor工具进行基于网络的协作式自主学习单元的形式化的具体实施过程。实践表明,非线性教学设计的形式化可以使用Reload LD editor工具实现。基于IMS LD规范,本研究成功实现了不同理念的教学设计形式化建模,这为读者提供了一个较好的参考案例,也为在实际教学工作中的教育者尝试通过形式化教学设计进行网络教学提供了一定的理论指导和操作指南。
[Abstract]:Instructional design is a bridge between learning theory and practical teaching behavior. With the emergence and development of network teaching, the traditional teaching design method is not enough to meet the needs of the network teaching design, which puts forward the expectation and request to the teaching design automation. The application of information technology in teaching provides the possibility for the emergence and development of instructional design automation. Teaching design automation is divided into three levels: digitization, formalization and intelligentization. This research starts with two kinds of concepts: linear teaching design and nonlinear teaching design, based on IMS LD specification. The learning unit design tool is used to formalize the teaching design of two kinds of concepts. Under the guidance of IMS LD specification, the conceptual model, information model and main development tools of IMS LD specification are summarized in this paper. The Reload LD editor tool is selected by testing. The general steps of formalizing teaching design with Reload LD editor tools are also introduced. On the basis of summarizing the history, influence and representative model of linear teaching design, this paper puts forward its typical branch-network classroom teaching. Then the relationship between the network classroom teaching design and the linear teaching design is discussed in detail, and the process model of the network classroom teaching design is designed, which corresponds to the design elements of IMS LD specification. Taking the teaching of "the definition of Educational Technology" as an example, this paper introduces the concrete implementation process of formalizing learning unit by using Reload LD editor tool. It is proved by practice that the formalization of linear instructional design can be realized by using Reload LD editor tool. In the teaching design based on the nonlinear concept, the main theoretical source of the nonlinear concept of teaching design, the influence and inspiration of the nonlinear idea on the traditional teaching design, and the concrete application of the nonlinear idea in the teaching design are expounded. Secondly, we choose the typical branch of the teaching design based on the nonlinear concept-the collaborative autonomous learning design based on the network, and expound the development of the collaborative autonomous learning based on the network. A process model of collaborative autonomous learning design based on network is proposed. Finally, corresponding to the elements of IMS LD specification, taking the learning of "the definition of Educational Technology" as an example, this paper discusses in detail the formalization process of web-based collaborative autonomous learning unit using Reload LD editor tool. Practice shows that the formalization of nonlinear instructional design can be realized with Reload LD editor tool. Based on IMS LD specification, this study has successfully realized the formal modeling of teaching design with different concepts, which provides a good reference case for readers. It also provides some theoretical guidance and operational guide for educators trying to carry out network teaching through formal teaching design in practical teaching work.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G434

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