远程学习材料的分类设计与整合效应  

On the Classification of Distance Learning Materials and the Integration Effect

作　　者：丁兴富[1] 

机构地区：[1]首都师范大学教育科学学院远程教育研究所

出　　处：《现代远程教育研究》2010年第3期32-37,共6页Modern Distance Education Research

摘　　要：远程教育课程资源建设的核心和关键是远程学习材料的设计与开发。进入网络时代,远程学习材料的种类、结构和功能都发生了重大的发展和创新。网络远程教育呈现两种形态,分别以专司远程教育院校机构和传统院校为代表。历史发展中远程学习呈现了函授学习、开放远程学习、网络远程学习、网络辅助学习、混合学习和在线课程学习等6种形态,学习材料根据所承载的技术媒体的差异分为印刷、广播、电视、计算机课件、互联网与全球网资源、网络教学平台与网络课程、移动学习材料等7种类型。远程学习材料的设计与开发者应根据各类远程学习材料独特的优势和特点进行分类设计与开发,应充分考虑远程学习材料中学习活动的设计和评价设计,因为这两类设计最能体现各类远程学习材料的整合效应。The design course resource construction. and development of distance learning materials is In the Intemet era, the types, structures and materials are significantly changed. At present, there are two forms of online respectively by distance education institutions and traditional colleges. Through the core of distance education functions of distance learning distance learning, represented history, there have been six forms of distance learning： correspondence learning, open distance learning, online distance learning, network- aided learning, blended learning and online course learning. Learning materials can be classified according to its technical carrier as： printed materials, radio and TV broadcasted materials, computer courseware, Internet resources, online teaching platform and ordine courses, and mobile learning materia/s. Different kinds of distance learning materials should be designed and developed according to their unique features and advantages. The activity design and appraisal design should be fully considered because they can best illustrate the integration effect of various kinds of distance learning materials.

关 键 词：远程学习形态 远程学习材料 设计与开发 整合效应 

分 类 号：G720[文化科学—成人教育学]