混合式学习环境下个性化的体验式活动设计模式研究

发布时间：2018-10-30 14:56

【摘要】：现有体验式学习从"学习者群体"出发,忽略了学习者社会经验和学习风格等个体差异对学习行为表现所带来的巨大影响。通过从个性化学习视角重构体验式学习,基于现有学者提出的个性化学习模式提取出11个个性化学习设计元素,并以技术支持和指导理论为原则提取出了适合体验式学习活动设计的6个个性化学习元素(差异化的学习目标、动态获取的知识内容、重视个人意义建构的学习策略、自定步调的学习进度、适应性的混合式学习环境、贯穿学习过程的多元评价)并融入到体验式学习活动设计中来,在此基础上提出了个性化的体验式学习活动设计模式的四个环节:学习目标的设计、学习活动的设计、学习支持的设计与学习评价的设计,以期为教师设计更适应个体学习者特征的体验式学习活动提供参照,为新技术新环境下开展体验式教学实践提供理论支撑。
[Abstract]:From the perspective of "learner group", the existing experiential learning neglects the great influence of individual differences such as learners' social experience and learning style on the performance of learning behavior. By reconstructing experiential learning from the perspective of individualized learning, 11 individualized learning design elements are extracted based on the individualized learning model put forward by existing scholars. Based on the theory of technical support and guidance, six individualized learning elements (differentiated learning objectives, dynamically acquired knowledge content, and learning strategies of personal meaning construction) are extracted for the design of experiential learning activities. Self-paced learning schedule, adaptive hybrid learning environment, multiple evaluation throughout the learning process) and integration into the design of experiential learning activities, On the basis of this, four links of individualized experiential learning activity design pattern are put forward: the design of learning objectives, the design of learning activities, the design of learning support and the design of learning evaluation. The purpose is to provide a reference for teachers to design experiential learning activities that are more suitable for individual learners, and to provide theoretical support for the development of experiential teaching practice under the new technology and new environment.
【作者单位】：江南大学;
【基金】：2014年度国家社会科学基金项目“吴地文化遗产网络知识服务研究”(项目批准号:14BTQ040)
【分类号】：G434

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