远程教育杂志
遠程教育雜誌
원정교육잡지
Distance Education Journal
2015年
2期
38~45
,共null页
教学行为 混合式学习 学习模型 教学行为链
教學行為 混閤式學習 學習模型 教學行為鏈
교학행위 혼합식학습 학습모형 교학행위련
Teaching behavior; Blending learning; Learning model; Teaching behavior chains
混合式学习,是网络技术环境所孕育出的e学习方式。网络条件下的计算机具有强大的知识传播和人际交流功能,可以把教师从知识的传授者的角色中解放出来,从而使他们能够把注意力转向学生学习的认知过程和意义建构的社会协作过程。混合式学习的动态模型把人本主义、建构主义的理论有效地落实到学习的具体环节,使个性化学习的碎片融合为社会化的知识体系,为学习的理论探讨提供了新的教学实践基础。
混閤式學習,是網絡技術環境所孕育齣的e學習方式。網絡條件下的計算機具有彊大的知識傳播和人際交流功能,可以把教師從知識的傳授者的角色中解放齣來,從而使他們能夠把註意力轉嚮學生學習的認知過程和意義建構的社會協作過程。混閤式學習的動態模型把人本主義、建構主義的理論有效地落實到學習的具體環節,使箇性化學習的碎片融閤為社會化的知識體繫,為學習的理論探討提供瞭新的教學實踐基礎。
혼합식학습,시망락기술배경소잉육출적e학습방식。망락조건하적계산궤구유강대적지식전파화인제교류공능,가이파교사종지식적전수자적각색중해방출래,종이사타문능구파주의력전향학생학습적인지과정화의의건구적사회협작과정。혼합식학습적동태모형파인본주의、건구주의적이론유효지락실도학습적구체배절,사개성화학습적쇄편융합위사회화적지식체계,위학습적이론탐토제공료신적교학실천기출。
Blended learning is a kind of E-learning mode. ICT, powerful in knowledge transmission and interpersonal communication, makes it possible for teachers to free themselves from the role of knowledge transmitter and turn their attention to the stu-dents＇ cognitive process of learning and the process of social negotiation for meaning. The dynamic model of blended learning intro-duced here with its ICT platforms and reconstructed chains of teaching and learning helps mobilize the students ＇ intuitive power to bring about brainstorms in classroom interaction, overcome conceptual constraints and cognitive constraints in the process of learning,knit the fragments of personal learning into a socially-constructed systematic knowledge and turn them into factors powerful enough to transform thinking habits and sense of self of the students.
