数字化教学资源的设计新视角:从知识加工到教学活动支持  

Digital Teaching Resources Designed New Perspective:From the Knowledge Processing and Support of Teaching Activities

作　　者：孙方[1] 苏仰娜[2] 朱永海[1] 

机构地区：[1]淮南师范学院教育科学系,安徽淮南232038 [2]韩山师范学院教育科学系,广东潮州521041

出　　处：《现代教育技术》2013年第3期50-54,共5页Modern Educational Technology

基　　金：广东省创新青年培养项目(育苗课题)"移动学习积件式动漫教学游戏资源的设计与开发"(项目编号:wym11088);安徽省高校省级自然科学研究重点项目(暨产学研重点项目)"‘淮南’数字企业中e-learning研究与应用"(项目编号:KJ2012A258)的研究成果

摘　　要：以教学过程和教学内容为中心设计的信息化教学资源,忽略了对教学活动提供组织、管理等支持作用,与建构主义理论倡导的"情境"、"协作"、"会话"等理念相违背。基于教学活动支持视角的数字化教学资源设计方法,突破传统课件仅仅局限于学习内容呈现与传递的作用,拓展其教学活动支持与管理功能。结合当前数字化教学资源设计中出现的"积件"、"模块化"等思想与方法,直接利用数字化教学资源设计工具为资源的整合平台,以方便教师课堂教学应用,提高课堂教学信息化水平。Design method of teaching process and content of traditional teaching resources, can not effectively support the role of the organization, management and other classroom activities, constructivist theory advocated ＂situational＂ Collaboration ＂session＂ concept incompatible. To solve these problems, starting from the analysis of classroom activities and behavior constitute the proposed design method of digital teaching resources support teaching activities, breaking the traditional courseware confined to learning content presentation and delivery, so that it can become teaching activities support and management tools. Currently the digitized teaching resources designed ＂plot pieces＂ ＂modular＂ such as thinking and methods combined, the direct use of digitized teaching resources design tools as a resource integration platform to facilitate teachers＇ classroom teaching applications, and improve the informatization level of teaching

关 键 词：知识加工 课堂教学行为分析 活动理论 数字化教学资源 

分 类 号：G434[文化科学—教育学]