摘要
SPOC学习资源存在着开发忽视学习者主体地位,应用未能重视动态发展,引入生成学习理论可解决资源建设和应用的单向性和静态性问题。该文在综述SPOC学习资源现状、生成性学习概念和特征的基础上,构建了面向SPOC的"弹性预设—使用激发—生成创造—评价反思"生成性学习资源开发与应用模式,形成利用多媒体创设交互式资源、基于自带数字设备的实时交流反馈、基于任务驱动的问题探究、立体化的发展性评价和反思总结等策略,并将该模式应用于"教育传播学"SPOC课程,实践验证了该模式能促进SPOC优质学习资源的动态生成,使得学习者在知识、技能和态度方面均有所提高。
There are some problems in the development of SPOC learning resources, such as neglecting learners＇ main body position, failing to emphasize dynamic development and introducing learning-by-production theory to solve the one-way and static problems of resource construction and application. Based on the review of the current situation of SPOC learning resources and the concepts and characteristics of productive learning, this paper designs a develop and application generative learning resources model based on SPOC（Small Private Online Course）, ＂Flexible Presets-Use Excitation-Generate Creation-Evaluate Reflections＂. Meanwhile, formulating strategies of create interactive resources using multimedia, real-time exchange feedback mechanism based on BYOD（Bring Your Own Device）,problem exploration based on task-driven, three-dimensional developmental of evaluation reflection and summary. Applying this model to the SPOC of Educational Communication, the 16-week practice has proved that this model can promote the dynamic generation of quality learning resources in SPOC, and learners knowledge, skills and attitudes have improved, and this model can provide reference for the development and application of SPOC generated learning resources.
作者
钟丽霞
胡钦太
胡小勇
Zhong Lixia, Hu Qintai, Hu Xiaoyong(School of Information Technology in Education, South China Normal University, Guangzhou Guangdong 51063)
出处
《中国电化教育》
CSSCI
北大核心
2018年第5期118-124,共7页
China Educational Technology
基金
华南师范大学研究生创新计划项目"面向SPOC的学习资源开发与应用研究"(课题编号:2016wkxm52)
2016年华南师范大学"互联网+资源建设"项目<教育传播学>(项目编号:510040)
2017年度广东省高等教育教学改革项目"面向<教育传播学>在线课程的混合教学模式改革研究"阶段性成果
