远程教育杂志
遠程教育雜誌
원정교육잡지
Distance Education Journal
2015年
1期
100~112
,共null页
知能课程 网络教学平台 信息技术 研究性学习 教学论 微课
知能課程 網絡教學平檯 信息技術 研究性學習 教學論 微課
지능과정 망락교학평태 신식기술 연구성학습 교학론 미과
Knowledge and competence curriculum;Network platform;Information technology;Research learning;Peda-gogy;Micro courses
当下，学科课程的价值追求已经不能很好地满足信息时代高等教育人才培养的需要。知能课程对“知识”与“能力”关系的深刻理解以及其所倡导的“知行并举、能力本位”的课程理念，为高校课程变革提供了理论基础，而且，信息化教学环境为教学实施创造了条件。这里以《信息技术教学论》为例开展知能课程教改实践研究，重新架构了《信息技术教学论》的课程目标体系，设计了“三位一体”的宏观教学方案，又结合教学实践给出了可操作的教学活动流程，制定了课程教学评价的详细方案。经过三轮教学实践，研究结果表明，知能课程的教学理念符合信息时代本科课程改革的现实需求；信息化教学环境能够为知能课程的教学实践提供必要的资源和技术支持。同时，学生自身主体身份的确认、当前高校的教师评价制度以及课程管理理念，均制约着教学改革的顺利开展。
噹下，學科課程的價值追求已經不能很好地滿足信息時代高等教育人纔培養的需要。知能課程對“知識”與“能力”關繫的深刻理解以及其所倡導的“知行併舉、能力本位”的課程理唸，為高校課程變革提供瞭理論基礎，而且，信息化教學環境為教學實施創造瞭條件。這裏以《信息技術教學論》為例開展知能課程教改實踐研究，重新架構瞭《信息技術教學論》的課程目標體繫，設計瞭“三位一體”的宏觀教學方案，又結閤教學實踐給齣瞭可操作的教學活動流程，製定瞭課程教學評價的詳細方案。經過三輪教學實踐，研究結果錶明，知能課程的教學理唸符閤信息時代本科課程改革的現實需求；信息化教學環境能夠為知能課程的教學實踐提供必要的資源和技術支持。同時，學生自身主體身份的確認、噹前高校的教師評價製度以及課程管理理唸，均製約著教學改革的順利開展。
당하，학과과정적개치추구이경불능흔호지만족신식시대고등교육인재배양적수요。지능과정대“지식”여“능력”관계적심각리해이급기소창도적“지행병거、능력본위”적과정이념，위고교과정변혁제공료이론기출，이차，신식화교학배경위교학실시창조료조건。저리이《신식기술교학론》위례개전지능과정교개실천연구，중신가구료《신식기술교학론》적과정목표체계，설계료“삼위일체”적굉관교학방안，우결합교학실천급출료가조작적교학활동류정，제정료과정교학평개적상세방안。경과삼륜교학실천，연구결과표명，지능과정적교학이념부합신식시대본과과정개혁적현실수구；신식화교학배경능구위지능과정적교학실천제공필요적자원화기술지지。동시，학생자신주체신빈적학인、당전고교적교사평개제도이급과정관리이념，균제약착교학개혁적순리개전。
Now, the pursuit of the value of the subject curriculum is not well meeting the needs of training talent in high col-leges and universities. knowledge and competence curriculum ,which has a deep understanding of the relationship between “knowl-edge”and “ability”as well as the curriculum idea of “effort to cognize and practice as well emphasis on competency-based”, pro-vides a kind of theoretical basis for the college curriculum reform, Moreover, information teaching environment, create conditions for knowledge and competence curriculum implementation. Therefore, taking, for example, Pedagogy of Information Technology courses, the practical research of the teaching innovation on “knowledge and competence curriculum” has been carried out. In the study, the curriculum objectives of knowledge and competence curriculum has been reconstructed ,as well as the framework for the trinity macro-scopic teaching strategies , integrating teaching practice , operative teaching activity process also has be designed, and finally, a de-tailed design for curriculum teaching assessment has been presented. Through the teaching practice of three rounds, the study result shows that, teaching philosophy from knowledge and competence curriculum fits in with the current needs in undergraduate curricu-lum reform in the information age. Simultaneously, the identity verification of students themselves and the concept of the curriculum management have restricted teaching reform smoothly.
