开放课程发展路径研究

发布时间：2018-01-06 11:38

本文关键词：开放课程发展路径研究　出处：《开放教育研究》2013年06期 　论文类型：期刊论文

【摘要】：随着信息通信技术的飞速发展,社交媒体的普及,在线学习已经成为人们普遍采用的学习方式之一。开放课程作为一种新型的课程形态,是推动和实现在线学习最有效的途径。开放课程自产生至今,其形态从最初的数字化教案、教材以及课程大纲发展到了多媒体形式的教学材料,全方位师生互动。梳理开放课程的发展轨迹,认识开放课程基本要素(如师生角色、媒体、交互以及教学评价等)的演变规律,能为开放课程资源建设提供重要参考。论文首先将开放课程的发展分为开放课程资源的推广、微教学视频资源的传播以及大规模开放在线课程的兴起三个阶段,描述了每一阶段的典型项目,归纳其基本特征;然后,整理开放课程发展路径的分析框架,结合传统教学过程,探讨了开放课程学与教的特性;最后,总结从开放课程到大规模开放在线课程的跨越尚需解决的问题,并且提出了一些启示。
[Abstract]:With the rapid development of information and communication technology and the popularity of social media, online learning has become one of the most popular learning methods. It is the most effective way to promote and realize online learning. Since the emergence of open curriculum, its form has developed from the initial digital teaching plan, teaching materials and curriculum outline to multimedia teaching materials. Comprehensive teacher-student interaction. Comb the development track of open curriculum, understand the basic elements of open curriculum (such as the role of teachers and students, media, interaction, teaching evaluation and so on) the evolution of the law. It can provide an important reference for the construction of open curriculum resources. Firstly, the development of open curriculum is divided into three stages: the promotion of open curriculum resources, the spread of micro-teaching video resources and the rise of large-scale open online courses. The typical projects in each stage are described and their basic characteristics are summarized. Then, the author arranges the analytical framework of the development path of open curriculum, and discusses the characteristics of open curriculum learning and teaching in combination with the traditional teaching process. Finally, the paper summarizes the problems that need to be solved from open courses to large scale open online courses, and puts forward some enlightenments.
【作者单位】：西南大学计算机与信息科学学院;北京师范大学知识工程研究中心;杭州师范大学教育技术中心;
【分类号】：G642
【正文快照】： 1992年,国际互联网正式建立后,开放信息资源快速发展,并在全球范围内共享。与此同时,开放大学开发在线课程服务于远程教育,提高了课程资源发送效率,降低了远程教育的运行成本。但是,在线课程并未对所有学习者、教师和研究者开放。在线课程真正成为开放课程是从2001年4月麻省理

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