信息化环境下理解性教学设计研究

发布时间：2018-06-15 04:44

本文选题：信息化环境 + 理解　；参考：《江南大学》2017年硕士论文

【摘要】：面对信息技术的快速发展,当前的教学设计理论过分重视教学设计的程序与形式范畴,对于信息化环境下教育现象的解释力不够,造成教学设计理论滞后于教育现象的变化。其次,当前时代随着人们获取信息的门槛越来越低,人们获取信息的门槛越来越低使得理解信息能力的日益凸显。在信息化环境下,追求对知识的记忆与提取已经无法满足个人发展与社会进步的需要,信息化社会中的教学在于让学生理解知识的性质、理解知识的生成过程、理解知识与人的实践关系、理解知识对人的意义。结合以上两点,本研究提出需要围绕理解构建信息化环境下的教学理念与框架。本文对信息化环境下理解性教学设计的阐述从“理念—框架—模式”这一逻辑进路展开。“理念”部分对论文主题中的关键词逐一进行讨论,分别阐述了信息化环境、信息化教学设计和理解的内涵特征,给出了本文对主题的界定。信息化环境下理解性教学设计是以理解为导向的包括教学内容选择、教学策略适配、教学事件安排以及教学评价的开发在内的系统化方法,教学设计展开以及实施过程中需要充分考虑信息化环境对于提升学习绩效方面具有的潜力,促进学习过程的优化。“框架”部分首先阐述了信息化环境下理解性教学设计的理论基础,理论基础为理解性教学设计理论的展开提供了独特的关注点与话语体系;其次综述了与促进理解相关的教学框架研究,总结了教学设计要素;最后提出了包含了核心层、理解标准层、教学实施层在内的理解性教学设计框架。“模式”部分涉及到信息化环境下设计展开理解性教学相关的方法、技术、工具以及理解性教学的典型应用。理解性教学设计的展开需要在分析学习者先前知识的基础上设定理解性目标,利用教学支架、信息技术设计促进理解的教学过程,在教学实施过程中对学生的理解情况展开持续的过程性评价。在应用层面上,理解性教学设计的拓展性丰富,能够指导网络课程、课堂教学的设计开发,也可以与新型教学形式相配合等。总而言之,信息化环境的影响、理解的内涵与教育诉求、教学设计的展开形式是本研究的三个支点,“理念—框架—模式”是本研究组织内容的逻辑结构。“理念”是理解性教学设计的核心,是相对稳定不变的部分;“框架”是设计的有效要素的集合;“模式”是整个教学设计的外延,无法脱离具体情境中的教学者、教学条件而存在,并且最容易随着技术的发展而改变。本文试图以这种从抽象到具象的组织方式尽可能详细地凸显信息化环境理解性教学设计的内涵特征,希望为后续研究同行提供参考。
[Abstract]:In the face of the rapid development of information technology, the current instructional design theory pays too much attention to the program and formal category of instructional design, and the explanation of educational phenomenon in the information environment is not enough, which causes the theory of instructional design to lag behind the change of educational phenomenon. Secondly, as the threshold of obtaining information becomes lower and lower in the current era, the ability to understand information becomes more and more prominent. In the information environment, the pursuit of the memory and extraction of knowledge has been unable to meet the needs of personal development and social progress. Teaching in the information society lies in making students understand the nature of knowledge and the process of knowledge generation. Understand the relationship between knowledge and human practice, understand the meaning of knowledge to people. Combined with the above two points, this study puts forward the need to construct the teaching concept and framework under the information environment around understanding. This paper expounds the design of comprehensible teaching in the information environment from the logic path of "idea-frame-mode". In the part of "idea", the key words in the thesis are discussed one by one, and the connotation characteristics of information environment, information teaching design and understanding are expounded respectively, and the definition of the subject is given in this paper. In the information environment, the design of comprehensible teaching is a systematic method, which includes the selection of teaching contents, the adaptation of teaching strategies, the arrangement of teaching events and the development of teaching evaluation. In the process of teaching design development and implementation, the potential of information environment for improving learning performance should be fully considered, and the optimization of learning process should be promoted. In the part of "Framework", the author first expounds the theoretical basis of the understanding instructional design under the information environment, which provides a unique focus and discourse system for the development of the theory of the understanding instructional design. Secondly, it summarizes the research of teaching framework related to promoting understanding, summarizes the elements of teaching design, and finally puts forward an understanding teaching design framework which includes core layer, understanding standard layer and teaching implementation layer. The "pattern" part deals with the methods, techniques, tools and typical applications of designing and developing understanding teaching under the information environment. The development of understanding teaching design needs to set the understanding goal based on the analysis of the learners' previous knowledge, and to use the teaching support and information technology design to promote the teaching process of understanding. In the process of teaching implementation, the students' understanding is evaluated continuously. On the application level, the design of comprehensible teaching is rich in expansibility, which can guide the design and development of network courses and classroom teaching, and can also coordinate with the new teaching forms and so on. In a word, the influence of the information environment, the connotation of understanding and the demand of education, the form of teaching design are the three fulcrum of this study, and "idea-frame-mode" is the logical structure of the research organization. "idea" is the core of comprehensible instructional design and a relatively stable part; "frame" is the collection of effective elements of design; "mode" is the extension of the whole instructional design, and can not be separated from the teacher in the specific situation. Teaching conditions exist and are most likely to change with the development of technology. This paper attempts to highlight the connotative features of the understanding teaching design in the information environment in this way of organization from abstract to concrete, hoping to provide a reference for future research colleagues.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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