网生代作为教育受众主体,其时代特征对教学内容与教育方式提出新要求。瞄准该现实需求,开展指向性对策研究。首先对网生代主体性、主观性、主导性和规范性宏观特性作“4 + 6 + 7 + 6”微观内涵特征分解。然后定性分析23项内涵特征对教...网生代作为教育受众主体,其时代特征对教学内容与教育方式提出新要求。瞄准该现实需求,开展指向性对策研究。首先对网生代主体性、主观性、主导性和规范性宏观特性作“4 + 6 + 7 + 6”微观内涵特征分解。然后定性分析23项内涵特征对教学内容和教学方式的影响,综合考虑影响关联性,定性聚类为信息过载、学习深度广度、个性化等6项网生代教学关键因素。最后为改进网生代教学质量,瞄准关键因素,分别提出可行性对策,以满足网生代对教学内容与教学方式的时代需求,为进一步提高教学质量提供参考。As the main audience of education, the online generation has put forward contemporary requirements for teaching content and educational methods. Targeting the practical needs and conducting targeted countermeasures research. Firstly, the macro characteristics of subjectivity, subjectiveness, dominance, and standardization of the internet generation are decomposed into “4 + 6 + 7 + 6” micro characteristics and connotations. Then, a qualitative analysis was conducted on the deep level impact of 23 connotation features on teaching content and teaching methods. Taking into account the correlation of external influences, they were summarized as 6 key influencing factors of online generation teaching, including information overload, learning depth and breadth, and personalization, etc. Finally, in order to avoid the degradation of the teaching quality of the online generation, targeting key factors, feasible strategies are proposed to meet the era’s needs for teaching content and teaching methods, and to provide reference for further improving teaching quality.展开更多
文摘网生代作为教育受众主体,其时代特征对教学内容与教育方式提出新要求。瞄准该现实需求,开展指向性对策研究。首先对网生代主体性、主观性、主导性和规范性宏观特性作“4 + 6 + 7 + 6”微观内涵特征分解。然后定性分析23项内涵特征对教学内容和教学方式的影响,综合考虑影响关联性,定性聚类为信息过载、学习深度广度、个性化等6项网生代教学关键因素。最后为改进网生代教学质量,瞄准关键因素,分别提出可行性对策,以满足网生代对教学内容与教学方式的时代需求,为进一步提高教学质量提供参考。As the main audience of education, the online generation has put forward contemporary requirements for teaching content and educational methods. Targeting the practical needs and conducting targeted countermeasures research. Firstly, the macro characteristics of subjectivity, subjectiveness, dominance, and standardization of the internet generation are decomposed into “4 + 6 + 7 + 6” micro characteristics and connotations. Then, a qualitative analysis was conducted on the deep level impact of 23 connotation features on teaching content and teaching methods. Taking into account the correlation of external influences, they were summarized as 6 key influencing factors of online generation teaching, including information overload, learning depth and breadth, and personalization, etc. Finally, in order to avoid the degradation of the teaching quality of the online generation, targeting key factors, feasible strategies are proposed to meet the era’s needs for teaching content and teaching methods, and to provide reference for further improving teaching quality.
