MOOCs跨文化学习需求层次论:文化身份的多元重构

发布时间：2018-03-31 19:35

本文选题：MOOCs　切入点：跨文化学习　出处：《现代远程教育研究》2017年04期

【摘要】：在以重塑全球化为目标之一的开放3.0时代,MOOCs为学习者提供了全球化的多元交流与学习平台。跨文化学习是MOOCs学习的主要形态。MOOCs跨文化学习需求层次体系是在对英国MOOCs平台Future Learn近两年的观察、调查与研究的基础上构建的,其实质是学习者文化身份多元重构的过程。这一需求层次体系主要表现为安全的需求(文化身份受到冲击)、归属的情感需求(个体身份形成)、参与交流并获得尊重的需求(群体身份形成)以及自我实现的需求(个体身份与群体身份协同,完成多元重构)。对于学习者而言,MOOCs跨文化学习不是文化移民,而是在坚持原有文化基础上对其他文化的多元化审视与理解包容;只有坚定母语文化,才能更好地进行跨文化学习与交流。MOOCs课程需要加强多元化设计,帮助学习者更快、更好地完成文化身份的多元重构,提高跨文化学习绩效。
[Abstract]:In the Open 3.0 era, which aims to reshape globalization, MOOCs provide learners with a global platform for multiple communication and learning. Cross-cultural learning is the main form of MOOCs learning. China's MOOCs platform Future Learn over the past two years, Based on investigation and research, Its essence is the process of multiple reconstruction of learners' cultural identity. This hierarchy of needs is mainly manifested in the needs of security (cultural identity is impacted, emotional needs of belonging (individual identity formation, participation in communication and respect). Heavy needs (group identity formation) and self-fulfilling needs (individual identity and group identity synergy, To the learners, MOOCs intercultural learning is not a cultural immigrant, but a pluralistic examination and understanding of other cultures on the basis of persisting in the original culture. In order to better carry out cross-cultural learning and communication. MOOCs curriculum needs to strengthen the pluralistic design to help learners to quickly complete the multiple reconstruction of cultural identity and improve the cross-cultural learning performance.
【作者单位】：广西师范大学教育学部教育技术学系;英国利兹大学数字化学习中心;
【基金】：广西教育科学“十二五”规划2014年度广西教育科学重点研究基地重大课题“广西高校与基础教育协同发展研究——MOOCs(慕课)的视角与路径”(2014JD208) 广西壮族自治区“民族地区教育发展研究”八桂学者专项经费资助
【分类号】：G434

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