基于混合教学的知识习得与路径建构研究  

Research on Knowledge Acquisition and Path Construction of Knowledge in the View of Blended Teaching

作　　者：李志超[1] 余宏亮[2] 

机构地区：[1]浙江师范大学教师教育学院,金华321004 [2]人民教育出版社,北京100081

出　　处：《教育发展研究》2016年第15期76-80,共5页Research in Educational Development

基　　金：国家社科基金2013年教育学青年项目"微课程视域下卓越教师实践教学保障体系建构研究"(CIA130186);浙江师范大学2014年度"非洲研究专题"项目"中非合作培养卓越教师的实践探索"(14FZZX13YB)的阶段性成果

摘　　要：混合教学作为数字时代的新兴教学方式,通过虚拟与现实的有机融合,优化教学目标,改善教学方法,增加教学效果。混合教学中的知识因技术的融入,表现出可兼容的知识存在、弱架构的知识组织和去中心的知识呈现等。混合教学在场域联动中,形成了"转译-转码-扩散"的知识习得过程,即它经历了知识从书本传向学生的编码转译、知识从"个体化"向"公共性"的转码、学生对知识深描后的有效扩散这三个阶段。混合教学中知识习得的路径建构,需要学生学习主动性的激发、适合于翻转的教学内容和虚拟实践社区的构建。As a new teaching method of the digital times, blended teaching can optimize teaching objectives, improve teaching methods, and promote teaching effect in the way of the organic integration of virtual and reality. Because of the integration of technology, the knowledge in the blended teaching has the interactive connection and concerted evolution of data, information, content and context. And it demonstrates the compatible knowledge existence, knowledge organization ofweak structure, knowledge presentation of decentralization and so on. In the field linkage, the propagation path of knowledge in blended teaching is a process of ＂translation, transcoding, spreading＂, which goes through these stages as code translation of knowledge from books to the students, knowledge from the ＂individualization＂ to ＂public＂ transcoding, the effective spreadingafier the deep trace of students＇ knowledge.The construction of acquisition device of knowledge in blended teaching needs the inspiration of students＇ learning initiative, the teaching content that is suitable for turnover, and construction of virtual practice community.

关 键 词：混合教学 数字技术 知识习得 

分 类 号：G434[文化科学—教育学]