CAJ | 학술논문

我国远程开放教育生源复杂,对远程学习者进行分类培养是远程教育的现实需求。然而,当前远程教育教学大都对所有学习者提供完全相同的目标和条件支持,忽略了学习者特征和需求的差异,不利于因材施教及提升远程教育效果。如何为充满差异的远程学习者提供符合学习者特征的、促进学生个性化发展的差异化教学是当前远程开放教育领域的重要研究课题。教学目标对教学过程起着导向作用,其分析与设计是教学工作的起点,差异化的教学目标设计是远程开放教育实施差异化教学的首要工作。教学目标的差异化维度包括目标起点、目标终点、目标容量以及目标程度四个维度;远程学习者的初始水平、学习投入、学习能力是影响教学目标差异化的关键特征。在进行差异化教学目标设计过程中,首先要对教学目标进行精细化分析,然后基于学习者关键特征收集学习者信息,最后在完成二者的基础上,通过设定最低目标以及建立学习者特征与差异化教学目标对应关系的方法来生成差异化的教学目标。
아국원정개방교육생원복잡,대원정학습자진행분류배양시원정교육적현실수구。연이,당전원정교육교학대도대소유학습자제공완전상동적목표화조건지지,홀략료학습자특정화수구적차이,불리우인재시교급제승원정교육효과。여하위충만차이적원정학습자제공부합학습자특정적、촉진학생개성화발전적차이화교학시당전원정개방교육영역적중요연구과제。교학목표대교학과정기착도향작용,기분석여설계시교학공작적기점,차이화적교학목표설계시원정개방교육실시차이화교학적수요공작。교학목표적차이화유도포괄목표기점、목표종점、목표용량이급목표정도사개유도;원정학습자적초시수평、학습투입、학습능력시영향교학목표차이화적관건특정。재진행차이화교학목표설계과정중,수선요대교학목표진행정세화분석,연후기우학습자관건특정수집학습자신식,최후재완성이자적기출상,통과설정최저목표이급건립학습자특정여차이화교학목표대응관계적방법래생성차이화적교학목표。
Due to the fact that the situation of enrolled students for distance education in China is complicated,there comes a realistic demand to teach distance learner with classified cultivation.However,most of current distance education institutions provides the same teaching objectives and supports to all learners,ignoring difference in learners＇ characteristics and demands,which is detrimental to teaching students in accordance with their aptitude and to improving the effects of distance education.In the field of open and distance education,importance has been attached to the research subject about how to provide different distance learners with the differentiation teaching which conforms to learners＇ characteristics and facilitates learners＇ individualized development.The instructive objectives play an orientation role in teaching process,the analysis and design of which is the beginning of teaching.The priority for implementing differentiation distance teaching is to design differentiation instructive objectives based on learner model.Differentiation dimensions of instructive objectives consist of beginning point,ending point and capacity and degree.The crucial features influencing the differentiation design of instructive objectives include distance learners＇ prior knowledge,learning engagement and learning competency.The design process can be divided into three steps：first,conduct an elaborate analysis of instructive objectives;second,collect learners＇ information based on their key characteristics;on the basis of first two steps,set a minimum objective and build coupled relationship between learner characteristic and instructive objectives in order to generate differentiation instructive objectives.