情境学习理论视阈下的网络学习评价:体系与策略  

E-Learning Assessment under the Guidance of Situated Learning Theory:Systems and Strategy

作　　者：黄越岭[1] 朱德全[2] 

机构地区：[1]西南大学网络与继续教育学院,重庆400715 [2]西南大学教育学部,重庆400715

出　　处：《中国电化教育》2015年第2期29-33,共5页China Educational Technology

基　　金：2012年度中央高校基本科研业务费专项资金项目"虚拟中的交互:网络教育情境性学习评价研究"(项目批准号:SWU1209424);2013年度教育部人文社会科学研究规划基金项目"区域义务教育均衡发展的联动机制和立体化路径研究"(项目批准号:13YJA880113)的研究成果之一

摘　　要：情境学习理论为网络学习评价提供了新的启示。本文基于情境学习理论,探讨了网络学习情境性评价的基内容框架和实施策略。研究认为:网络学习情境性评价在评价理念与目标注重发展学生的社会实践化能力,在评价范畴与指标上考察学习结果的质量与效果,在评价对象与方式上强调社会化学习的多渠道,在评价模式与程序上凸显综合实践与工作场学习,在评价结论与处理中彰显数据分析和科学量化。因此,网络学习情境性评价的实施中,要创设情境性网络课程,开展实时学习评价;设计情境性问题,布置常规强化训练作业;搭建友好交流平台,记录学生的互动过程;构建"任务—完成"模式,进行终结性评价。Situational Learning Theory Learning Assessment Network provides a new revelation. Based on the context of learning theory, This paper discusses the e-learning content based situational assessment framework and implementation strategies. The result suggests that： network learning situation assessment in the evaluation of the concept and objectives focus on developing students＇ social practice capabilities, examine the quality and effectiveness of learning outcomes and indicators in the evaluation category in the evaluation object and emphasizes social learning, multi-channel, integrated practice and highlights the work of field study on the evaluation model and the program, highlighting the data analysis and scientific evaluation findings and quantified in processing. Therefore, the network learning environment evaluation implementation, to create situations of online courses, conduct real-time learning evaluation; design situational questions, arrange intensive training routine operations; built-friendly platform, record student interaction processes; building ＂Tasks-Complete ＂mode, make summative assessment.

关 键 词：情境学习 网络学习 学习评价 

分 类 号：G434[文化科学—教育学]