美国K12在线学习发展研究

发布时间：2018-02-04 06:37

本文关键词： 在线学习现状实施在线学习评价在线学习管理　出处：《曲阜师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 在线学习可以跨越时空的限制,聆听一流教师的授课,迅速掌握自己所需的知识和技能,是当代学习的发展趋势,也是现代远程学习方式发展的一种走势。可以说,作为一种新的学习方式,在线学习引发了一场从教育观念、教育内容、教育方法、教育手段到教育模式、教育过程的全方位的深刻变革,已经引起社会和教育部门的高度重视。笔者以“美国K12在线学习发展研究”为题,对美国在线学习的发展脉络及现状、项目建设与实施、评价标准和评价体系、管理策略四个大方面进行了研究,在对比分析的基础上,结合国内在线学习现状,探析我国在线学习的发展瓶颈。我国的在线课程起步较晚。通过对国内在线学习的分析发现,国内虽然重视将理论指导实践,但实践面窄、需求分析不够,针对性差、深度不够,影响有限。重视技术运用研究,但缺乏合作,难以形成规模研究。总之,我国在线学习虽在借鉴发达国家经验上有所发展,但目前仍处于探索阶段；在线研究还没有达到体系化、标准化的程度,层次较浅,从而在很大程度上影响了在线学习的发展和推广。美国作为全球在线学习的佼佼者,其K12在线学习开阔了我们的思路,为提高我国在线学习的质量、推动我国在线教育的发展、找出适合我国国情的在线学习之路提供了参考和借鉴。本文共包括以下六个部分：第一部分介绍研究背景、选题的提出以及研究内容与方法等。第二部分是对美国K12在线学习的相关概述。第三部分对美国K12在线学习建设与实施情况进行介绍和分析。第四部分分析美国K12在线学习的评价体系与管理机制,并对其面临的挑战与应对策略进行了探究。第五部分对本文研究进行总结,并基于国内在线学习的发展瓶颈,得出对我国在线学习发展的启示。第六部分指出研究工作的不足,进行展望。最后,从机构、课程、政策等方面总结了美国K12在线学习的9个特点,提出了强调教学设计原则与理念、建立独立在线课程评价机构等8点对国内在线学习的启示,并做了相应的研究展望。
[Abstract]:Online learning can transcend the limitation of time and space, listen to the teaching of first-class teachers, and quickly master their own knowledge and skills, which is the development trend of contemporary learning. It is also a trend of the development of modern distance learning. It can be said that as a new way of learning, online learning has triggered an educational concept, educational content, educational methods, educational means to the educational model. The profound changes in the process of education have attracted great attention from the society and education departments. With the title of "K12 online Learning Development Research in USA", the author discusses the development and current situation of online learning, project construction and implementation, evaluation criteria and evaluation system. This paper studies four aspects of management strategy. On the basis of comparative analysis and combined with the current situation of online learning in China, the development bottleneck of online learning in China is analyzed. China's online courses start late. Through the analysis of domestic online learning, it is found that although China attaches importance to guiding the theory to practice, but the practical area is narrow, the demand analysis is not enough, the pertinence is not good enough, and the depth is not enough. The influence is limited, but it is difficult to form scale research because of lack of cooperation. In a word, the online learning in China is still in the exploration stage, although it has developed from the experience of the developed countries. The online research has not reached systematization, standardization degree and shallow level, which has greatly affected the development and promotion of online learning. As the leader of online learning in the world, the US K12 online learning broadens our thinking, in order to improve the quality of online learning in China and promote the development of online education in China. To find out the way of online learning suitable for our national conditions provides a reference and reference. This paper consists of the following six parts: The first part introduces the research background, topics and research content and methods. The second part is an overview of American K 12 online learning. The third part introduces and analyzes the construction and implementation of K 12 online learning in the United States. Part 4th analyzes the evaluation system and management mechanism of American K12 online learning, and probes into its challenges and strategies. Part 5th summarizes the research of this paper, and based on the bottleneck of the development of online learning in China, draws inspiration to the development of online learning in China. The 6th part points out the deficiency of the research work, carries on the prospect. Finally, from the organization, curriculum, policy and other aspects summarized the nine characteristics of online learning K12 in the United States, put forward the emphasis on teaching design principles and concepts. Establishing independent online course evaluation institutions and other 8 points for the inspiration of online learning in China, and made the corresponding research prospects.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G434

【引证文献】