有效教学新视角：微课程观下的教学专家系统  

The New Perspective of Effective Instruction: The Instruction Expert System Based on Microlecture

作　　者：任红艳[1] 靳莹[2] 

机构地区：[1]南京师范大学教师教育学院,江苏南京210097 [2]靳莹天津师范大学教师教育学院,天津300387

出　　处：《教育理论与实践》2013年第4期57-60,共4页Theory and Practice of Education

基　　金：教育部人文社会科学研究规划青年基金项目《中学化学教学专家系统的设计与开发》(项目批准号:09YJC880054);全国教育科学“十一五”规划2010年度单位资助教育部规划课题《学生有效学习行为研究》(课题批准号:FFB108015)的研究成果之一

摘　　要：有效教学的实现并非仅仅局限于某个课堂或教室中,而是在"教师"指导之下的任何一个进行学习的地方。微课程观下的教学专家系统以本体为基础,以知识点及其逻辑关系为核心,以碎片化的移动微型学习为模式,超越了"实体技术"和"工具理性"的单向度思维方式,以"价值理性"为本,从"教"转向"学",可为实现有效教学另辟蹊径。微课程观下的教学专家系统具有个别化学习显效果、微型化利用显效率、移动式学习显效益等特点,其有效性可以通过精确的本体语义描述、定量的学生模型分析、高效的教学策略定制和灵活的学习进程管理四个方面得以体现与实现。Effective instruction is not only limited to a class or a classroom, but any place where study is guided by ＂teachers＂. From the perspective of micro-lecture, the instruction expert system is based on ontology with the knowledge points and their relationships as the core, which is a mobile and micro-learning model with fragments. It has transcended one dimensional way of thinking of ＂entity technology＂ and ＂tool rationality＂, been based on ＂value rationality＂, trans- forming from ＂teaching＂ to ＂learning＂, which can be regarded as an innovative approach to the effective instruction. The instruction expert system in the context of micro-lecture has the following characteristics： the individualized learning shows effect, the use of miniaturization shows efficiency and the mobile learning shows benefits. Its effectiveness can be reflected and achieved through the following four aspects： precise description of ontological syntax, quantitative analysis of student model, stipulation of effective teaching strategies, and flexible management of learning process.

关 键 词：教学专家系统 有效教学 微课程观 本体 

分 类 号：G420[文化科学—课程与教学论]