从教育学习理论看CAI课件写作  

CAI courseware writing from the education and learning theory

作　　者：杨旭超[1] 

机构地区：[1]浙江经济职业技术学院,浙江杭州310018

出　　处：《计算机时代》2015年第1期66-68,共3页Computer Era

摘　　要：行为主义、认知主义、建构主义都曾经指导了CAI课件写作。情境认知与学习理论继承并发展了其他教育学习理论对CAI课件写作的指导,认为:CAI课件中知识的意义不能脱离具体的情境产生。真实性是创设情境的前提,情境创设应符合现实生活场景和事物运动的客观规律,情境性教学应作为CAI课件写作的最重要目标进行设计,要因人、因时、因地而异。此外,情境创设还必须保持情境的知识性、科学性、思想性和趣味性的统一。通过教育学习理论指导CAI课件写作,使CAI课件更符合教育规律,能够更好地服务于教学活动和学习活动。Behaviorism, cognitivism, and constructivism have led the CAI courseware writing. Situated cognition and learning theory, whose meaning of knowledge can＇t be derived without specific situation, inherit and develop the leading model of other educational learning theory to CAI courseware writing. Authenticity is the premise of creative situation, which should accord with the objective rule of real life and objects. Situational teaching, which varies from different person, time, and place, should be designed as the most important goal for CAI courseware writing. In addition, creative situation should unify knowledge, science, ideology and interest. Through learning theory guiding CAI courseware writing, CAI courseware has become more accorded with the laws of education to serve the teaching and learning activities better.

关 键 词：CAI 课件 情境认知与学习理论 情境性教学 

分 类 号：G434[文化科学—教育学]