基于混合式学习的学习空间构建及其应用研究

发布时间：2018-05-18 22:00

本文选题：混合式学习 + 学习空间　；参考：《山西师范大学》2017年硕士论文

【摘要】：“互联网+”的发展对我们的生产和生活产生了巨大影响,它以一种全新的方式颠覆着人们的观念,对教育的发展也起到积极推动的作用。随着教育信息化在不同教育阶段的不断实施,教育信息化在我国呈现多元化的发展态势。我国教育部副部长杜占元在教师培训报告中指出,教育信息化提供丰富的教学和学习资源,在教学过程中,教学相关研究者要充分利用现代教育技术整合各种资源,有效的改变课堂结构、改善教育过程,使学生达到全面发展。“互联网+”的发展推动教育信息化的实施进程,MOOC作为“互联网+”的产物使混合式学习成为可能,在高等教育领域,MOOC颠覆了传统的教学方式,这种颠覆突出的体现在翻转课堂上,即线上线下相结合的混合式学习模式[1]。在近几年,翻转课堂、混合式学习成为教育技术学研究的热点。地平线报告指出,混合式学习将成为未来5年内各高校的主要学习方式之一,即混合式学习是未来学习的短期发展趋势。“互联网+教育”的另一个发展方向即为未来学校的建设,学习空间是未来学校建设的重要组成部分,随着科学技术和人工智能的不断发展,实现高互动的智慧的、虚拟的学习空间成为可能,目前各科研机构在不同程度的设计未来学习空间的构建设想和方案。基于上述背景,结合当前混合式学习、学习空间的研究现状,本研究提出了基于混合式学习的学习空间构建的研究题目,描述了混合式学习空间的特点、构建模式、构建要素、构建类型等。在此基础上,为了实现混合式学习在教育中的应用,本研究以《现代教育技术》课程为例,利用基于项目的学习,即以项目-任务-活动作为设计主线,对《现代教育技术》课程的教学内容重新设计编排,录制微课,采用微课+“半翻转”混合式课堂模式实施教学过程,研究混合式学习在教学中的教学效果。本研究采用问卷调查和访谈法总结出基于混合式学习的学习空间模型。在混合式学习空间构建层面,本研究更加倾向于构建学习理论、教学理论层面的学习空间,也涉及介绍新技术整合层面的物理空间的构建;在混合式学习应用层面,通过理论和实践本研究得出的结论是:混合式学习能增加学生的课堂互动;混合式学习能为学习者与教师提供更加自由协商空间,能提高学习效率,能方便快捷的上传作业,增加同伴交流,提升人际关系,还能让学习者学会利用网络平台开展自主学习;混合式学习能培养学生的动手操作能力、自主探究能力、交流协作能力、思维组织能力、理解应用能力等;混合式学习能营造情境,促进学习定向,促进学生的认知,提升建构主义学习的意义,能促进合作学习,拓展思维发展等;混合式学习能促进学科专业发展。
[Abstract]:The development of "Internet" has a great impact on our production and life. It subverts people's ideas in a new way and plays an active role in promoting the development of education. With the continuous implementation of educational informatization in different stages of education, educational informatization presents a diversified development trend in China. In his report on teacher training, Vice Minister of Education du Zhanyuan pointed out that education informatization provides abundant teaching and learning resources. In the teaching process, researchers concerned in teaching should make full use of modern educational technology to integrate all kinds of resources. Effectively change the classroom structure, improve the process of education, so that students achieve comprehensive development. The development of "Internet" promotes the implementation process of educational informatization. MOOC, as the product of "Internet", makes mixed learning possible. In the field of higher education, MOOC subverts the traditional teaching methods. This kind of subversion is reflected in the overturned classroom, that is, the hybrid learning mode of the combination of line and line [1]. In recent years, flipping classroom, hybrid learning has become the focus of educational technology research. The Horizon report points out that hybrid learning will become one of the main learning methods in colleges and universities in the next five years, that is, hybrid learning is the short-term development trend of future learning. Another development direction of "Internet education" is the construction of future schools. Learning space is an important part of the future school construction. With the continuous development of science and technology and artificial intelligence, the highly interactive wisdom can be realized. Virtual learning space is possible. At present, various scientific research institutes design the future learning space in different degrees. Based on the above background, combined with the current research situation of hybrid learning and learning space, this study puts forward the research topic of construction of learning space based on hybrid learning, describes the characteristics of hybrid learning space, construction model, construction elements. Construction types, etc. On this basis, in order to realize the application of hybrid learning in education, this study takes the course of Modern Educational Technology as an example and uses project-based learning, that is, project-task-activity as the main design thread. This paper redesigns and arranges the teaching contents of the course of Modern Educational Technology, records the microcourse, and implements the teaching process by using the "semi-flipping" hybrid classroom mode of the micro-lesson, and studies the teaching effect of the hybrid learning in the teaching. This study summarizes the learning space model based on hybrid learning by questionnaire and interview. At the level of hybrid learning space construction, this study is more inclined to construct learning theory, teaching theory level learning space, but also to introduce the new technology integration level of physical space construction; in the hybrid learning application level, The conclusions of this study are as follows: hybrid learning can increase students' classroom interaction, hybrid learning can provide more free negotiation space for learners and teachers, can improve learning efficiency, and can upload homework conveniently and quickly. To increase peer communication, enhance interpersonal relationships, and enable learners to learn to use the network platform to carry out autonomous learning, hybrid learning can cultivate students' hands-on ability, self-inquiry ability, communication and cooperation ability, thinking organization ability. Hybrid learning can create situations, promote learning orientation, promote students' cognition, enhance the significance of constructivism learning, promote cooperative learning, expand thinking development, and hybrid learning can promote the development of discipline and specialty.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G40-057

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