学科学习环境建设的理论与实践  

The Construction of a Discipline Learning Environment

作　　者：郝成义[1] 

机构地区：[1]中国人民大学网络教育学院

出　　处：《中国远程教育》2005年第04S期33-36,80,共5页Chinese Journal of Distance Education

摘　　要：基于环境的学习是一种新的教育理念,本文作者结合教育理论与自身实践,对学科学习环境进行了理论上的探讨,并根据实践情况对学科学习环境的建设进行了需求分析、环境设计、案例阐述和经验总结,以期与业内人士共同探索。Contextualized learning is a new educational theory based on constructivism. According to constructivism, contextualization is an important factor in knowledge construction.This paper puts forward a model that divides the process of developing online learning resources into three stages according to the content of learning resources: (1) online courseware, (2) online curriculum or (3) discipline learning environment. The constituting components of a sound discipline learning environment should include learning resources, learning tools, an interactive environment, the recording and evaluation of learning process, and feedback follow-up concerning learning outcomes. In the interactive environment, the core component is the discipline knowledge and learner interaction. The author uses the construction of a discipline learning environment in the Online College of China's Renmin University to illustrate the ideas behind and features of a learning channel. This paper summarizes how well this discipline learning environment has been applied: it has enhanced the quality of students' learning and interaction; changed the way teachers perceive, practice and organize their work; and satisfied teachers' need for sustainable learning.

关 键 词：学科学习环境 网络学习资源 自主学习 

分 类 号：G420[文化科学—课程与教学论]