基于学习元平台的生成性课程设计与实施  

Emergent Curriculum Design and Implementation Based on the Learning Cell System

作　　者：余胜泉[1,2] 万海鹏[1,2] 崔京菁[1,2] 

机构地区：[1]北京师范大学教育技术学院,北京100875 [2]"移动学习"教育部-中国移动联合实验室,北京100875

出　　处：《中国电化教育》2015年第6期7-16,共10页China Educational Technology

基　　金："移动学习"教育部-中移动联合实验室建设项目(项目编号:移有限技合同[2012]934)支持;项目经费支持部门:中国移动通讯集团公司;负责人余胜泉教授

摘　　要：生成性课程以建构主义学习理论为基础,强调知识的协同建构和动态生成,强调学生的深度思考、交流和互动。该研究针对目前网络课程固化、封闭、机械带来的诸多问题,如学生浅层次学习严重、学习效率低、积极性较弱等,根据生成性课程的基本思想,利用学习元平台资源生成与进化的特征,设计和实施了一门师生协同建构、互教互学的课程,通过生成性教学目标、开放性教学活动、个性化课程资源、同伴互助的知识建构、交互性学习过程、发展性教学评估等方式,激发了学生主动参与各项学习活动和教学过程的热情,提升了学生的认知投入水平,促进了学生的深层次学习,培养了学生的创新意识。Based on the constructivism learning theory, emergent curriculum emphasizes the collaborative construction of knowledge, dynamically generated, the depth of the students thinking, communication and interaction. The characteristics of curing, closed, mechanical bring many problems to current network curriculum, such as shallow learning, low learning efficiency and weak enthusiasm. According to the basic idea of the emergent curriculum, with the resource generation and evolution characteristics of learning cell system, this study designs and implements a collaborative construction and peer coaching curriculum between teachers and students. With ways of generative teaching target, open teaching activities, personalized curriculum resources, construction of peer mutual knowledge, interactive learning process, and developing teaching assessment, this curriculum stimulates students actively participate in various learning activities and teaching process, and also enhances the level of the students＇ cognitive engagement and deep learning.

关 键 词：学习元 生成性课程 协同知识建构 发展性教学评估 

分 类 号：G434[文化科学—教育学]