一场慕课革命背后的德性教学反思与重构  

Reflection and Reconstruction of Virtue Teaching Based on MOOCs

作　　者：毋丹丹[1] 

机构地区：[1]中国教育科学研究院,北京100088

出　　处：《课程．教材．教法》2014年第7期30-35,共6页Curriculum，Teaching Material and Method

摘　　要：慕课基于连通主义学习理论,体现的是教学过程中知识与学习的深刻变革。这一深层意义的变革必然引起教学过程中的"学"与"教"呈现出自主性、个体性、存在性和生成性的时代特征。而教学的德性特质则要求从学生的外在身份表现维度和内在道德发展维度对慕课革命进行反思,并从对学生的需求分析、创生性的教学过程和存在式的教育关系三个方面重构德性教学。The MOOCs are based on the learning theory of connectionism, which reflect the profound changes of knowledge and learning in the teaching process. These changes will surely result in four modern characteristics of ＂learning＂ and ＂teaching＂, namely autonomy, individuality, beingness and generative teaching. Moreover, the virtue of teaching requires us to reflect the MOOCs from two dimensions： the performance of students＇ identity and inner moral development, and reconstruct the virtue teaching from three aspects： analysis of the students＇ demand, creative teaching process, and educational relationship of beingness.

关 键 词：慕课 连通主义 德性教学 

分 类 号：G42[文化科学—课程与教学论]