MOOC教学设计原理探析
发布时间：2018-12-18 01:46
【摘要】：近年来,MOOC发展风起云涌。MOOC依靠其名校、名师、开放、共享等因素以迅雷不及掩耳之势席卷全球。企业争先恐后抢占在线市场、政府携手高校推出教育平台、名校强势出击加入在线教育。随着“中国大学MOOC"平台开始运行,MOOC对中国高等教育的影响越来越大。MOOC教育实践发展迅速,但是MOOC理论研究不足,人们对MOOC的认识还存在很多误区。因而,对MOOC进行深入研究,揭开其神秘的面纱,让更多人理性认识MOOC,具有巨大的现实意义。文章以认知负荷理论、程序性教学理论、建构主义学习理论、掌握学习理论和人本主义学习理论为理论基础,结合COUESERA课程案例,从教学和学习两个角度分析MOOC教学设计原理,并结合理论指出MOOC的局限性,最后提出我们要在追求人类学习发展的一般规律的基础上,合理利用MOOC来促进教育发展。从教学角度分析MOOC教学设计原理包含以下几点：1.教学目标方面,MOOC体现出掌握教学理论思想,注重设立明确的教学目标。2.教学内容方面,MOOC体现出认知负荷理论思想。MOOC课程视频短小精悍,并整合图文声像各种方式呈现教学内容,降低学习者认知负荷。3.教学模式方面,MOOC运用建构主义学习理论,强调以学生为中心,教师在整个教学过程中担任课程的发起者和组织者,帮助学生实现知识的意义建构。4.教学评价方面MOOC运用了掌握学习理论和程序性教学理论,重视过程性评价和即时反馈。从学习角度分析MOOC教学设计原理包含以下几点：1.学习者动机方面,MOOC体现出人本主义学习理论和掌握学习理论思想。MOOC重视情感因素对学习的影响,强调激发学习者内在动机,促进有意义的学习。2.学习环境方面,MOOC体现出建构主义学习理论和掌握学习理论思想,重视提供支持和促进学习的场所和提供无压力的学习环境。3.学习活动方面,MOOC体现出建构主义学习理论思想,强调学习的社会互动性。MOOC与传统课程相比不可避免地存在一些缺陷。比如MOOC难以建立起整套专业体系,课程缺少隐性知识,学习者体验缺失,学习缺乏教师有针对性的指导和师生关系缺乏情感维系。因而,我们不能过分强调技术的潜能而忽视人的作用和文化的作用,应该合理利用MOOC来促进学习者学习和教育发展。
[Abstract]:In recent years, the development of MOOC is surging. MOOC relies on its famous schools, teachers, openness, sharing and other factors to quickly sweep the world. Enterprises scramble to seize the online market, the government hand in hand with colleges and universities to launch education platform, powerful schools to join in online education. With the operation of the MOOC platform of Chinese universities, the influence of MOOC on Chinese higher education is becoming more and more great. The practice of MOOC education develops rapidly, but the theory of MOOC is not studied enough, and there are still many misunderstandings in people's understanding of MOOC. Therefore, it is of great practical significance for more people to understand MOOC, rationally by deeply studying and uncovering the mystery of MOOC. On the basis of cognitive load theory, procedural teaching theory, constructivism learning theory, mastering learning theory and humanism learning theory, combined with the case of COUESERA course, this paper analyzes the teaching design principle of MOOC from two angles of teaching and learning. Combining with the theory, the author points out the limitation of MOOC, and finally points out that we should make use of MOOC reasonably to promote the development of education on the basis of pursuing the general law of human learning and development. From the perspective of teaching, the teaching design principle of MOOC includes the following points: 1. In terms of teaching objectives, MOOC embodies the idea of mastering the teaching theory and pays attention to the establishment of clear teaching objectives. 2. In the aspect of teaching content, MOOC embodies the theory of cognitive load. The video of MOOC course is short and concise, and integrates various ways of picture and text to present the teaching content, thus reducing the learners' cognitive load. 3. In teaching mode, MOOC uses constructivist learning theory, emphasizing student-centered, teachers as the initiator and organizer of the course in the whole teaching process, helping students to realize the meaning construction of knowledge. 4. In the aspect of teaching evaluation, MOOC applies master learning theory and procedural teaching theory, and attaches importance to process evaluation and instant feedback. From the perspective of learning, the teaching design principle of MOOC includes the following points: 1. In terms of learner motivation, MOOC embodies humanistic learning theory and mastery of learning theory. MOOC attaches importance to the influence of affective factors on learning, emphasizes motivating learners' intrinsic motivation, and promotes meaningful learning. 2. In terms of learning environment, MOOC embodies constructivist learning theory and mastery of learning theory, pays attention to providing a place to support and promote learning and provides a stress-free learning environment. In the aspect of learning activities, MOOC embodies constructivist learning theory and emphasizes the social interaction of learning. Compared with traditional courses, MOOC inevitably has some defects. For example, MOOC is difficult to establish a complete professional system, curriculum lack of tacit knowledge, lack of learner experience, lack of teacher directed learning and lack of emotional relationship between teachers and students. Therefore, we should not overemphasize the potential of technology and ignore the role of human and culture. We should make use of MOOC to promote learners' learning and educational development.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G434
本文编号：2385111
[Abstract]:In recent years, the development of MOOC is surging. MOOC relies on its famous schools, teachers, openness, sharing and other factors to quickly sweep the world. Enterprises scramble to seize the online market, the government hand in hand with colleges and universities to launch education platform, powerful schools to join in online education. With the operation of the MOOC platform of Chinese universities, the influence of MOOC on Chinese higher education is becoming more and more great. The practice of MOOC education develops rapidly, but the theory of MOOC is not studied enough, and there are still many misunderstandings in people's understanding of MOOC. Therefore, it is of great practical significance for more people to understand MOOC, rationally by deeply studying and uncovering the mystery of MOOC. On the basis of cognitive load theory, procedural teaching theory, constructivism learning theory, mastering learning theory and humanism learning theory, combined with the case of COUESERA course, this paper analyzes the teaching design principle of MOOC from two angles of teaching and learning. Combining with the theory, the author points out the limitation of MOOC, and finally points out that we should make use of MOOC reasonably to promote the development of education on the basis of pursuing the general law of human learning and development. From the perspective of teaching, the teaching design principle of MOOC includes the following points: 1. In terms of teaching objectives, MOOC embodies the idea of mastering the teaching theory and pays attention to the establishment of clear teaching objectives. 2. In the aspect of teaching content, MOOC embodies the theory of cognitive load. The video of MOOC course is short and concise, and integrates various ways of picture and text to present the teaching content, thus reducing the learners' cognitive load. 3. In teaching mode, MOOC uses constructivist learning theory, emphasizing student-centered, teachers as the initiator and organizer of the course in the whole teaching process, helping students to realize the meaning construction of knowledge. 4. In the aspect of teaching evaluation, MOOC applies master learning theory and procedural teaching theory, and attaches importance to process evaluation and instant feedback. From the perspective of learning, the teaching design principle of MOOC includes the following points: 1. In terms of learner motivation, MOOC embodies humanistic learning theory and mastery of learning theory. MOOC attaches importance to the influence of affective factors on learning, emphasizes motivating learners' intrinsic motivation, and promotes meaningful learning. 2. In terms of learning environment, MOOC embodies constructivist learning theory and mastery of learning theory, pays attention to providing a place to support and promote learning and provides a stress-free learning environment. In the aspect of learning activities, MOOC embodies constructivist learning theory and emphasizes the social interaction of learning. Compared with traditional courses, MOOC inevitably has some defects. For example, MOOC is difficult to establish a complete professional system, curriculum lack of tacit knowledge, lack of learner experience, lack of teacher directed learning and lack of emotional relationship between teachers and students. Therefore, we should not overemphasize the potential of technology and ignore the role of human and culture. We should make use of MOOC to promote learners' learning and educational development.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G434
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