从赋权理论看MOOCs教学的本质  

The Essence of MOOCs:A Perspective of Empowerment Theory

作　　者：李家新[1] 汤俊雅 

机构地区：[1]厦门大学教育研究院,福建厦门361005

出　　处：《高校教育管理》2015年第3期64-68,共5页Journal of Higher Education Management

基　　金：教育部人文社会科学重点研究基地资助项目(14JJD880002)

摘　　要：从赋权理论的角度来看,MOOCs教学本质上是一种指向于学习者的"技术赋权"系统,其通过教学关系的"泛民主化"赋予学习者以学习主动权,通过教学内容的"反本质化"赋予学习者以知识建构权,通过教学过程的"去中心化"赋予学习者以过程参与权。在MOOCs教学所引领的"技术赋权"进程中,大学教学范式将发生从依附到主动的教学关系转型、从封闭到开放的教学内容转型、从垂直到扁平的教学过程转型。From the perspective of empowerment theory, the essence of MOOCs is a system of technical empowerment to learners. The educational mode of MOOCs gives learners the right of learning initiative by pan-democratization of education relationship, the right of knowledge construction by antiessentialization of education content and the right of participation by decentralization of educational process. In the process of technical empowerment led by MOOCs, the educational paradigm of universities may follow the transformation of educational relationship from attachment to collaboration, the transformation of teaching content from closedness to openness, and the transformation of educational process from verticality to flatness.

关 键 词：慕课教学 赋权理论 教学范式 

分 类 号：G640[文化科学—高等教育学]