走出混合学习误区:误区剖析与破解之策——以“音视频加工与制作”课程为例  

Go Out of Blended Learning Misunderstandings: Misunderstandings Analysis and Solutions ——Taking the Course of “Audio and Video Processing and Production” As an Example

作　　者：景玉慧 沈书生[1] JING Yu-hui;SHEN Shu-sheng(Education Scientific College,Nanjing Normal University,Nanjing,Jiangsu,China 210097)

机构地区：[1]南京师范大学教育科学学院

出　　处：《现代教育技术》2019年第7期66-72,共7页Modern Educational Technology

基　　金：2017年江苏省高等教育教改研究立项重点课题“历史视域下的江苏教育技术发展与教学促进研究”(项目编号:2017JSJG425)的阶段性研究成果

摘　　要：混合学习有助于关注学习差异与学生个性,实现“以学习者为中心”,但当前混合学习并没有进入常态化。基于此,文章首先结合文献分析与教师访谈,剖析了混合学习误区是由教师在认知和实践两个方面的误区导致的。其次,文章从理论与实践的视角,提出了走出混合学习误区的破解之策。最后,文章以“音视频加工与制作”课程为例,阐述了如何将破解之策转化为具体的实践行动,并对其有效性进行了验证。走出混合学习误区,可以帮助教师建立对混合学习的清楚认知,并将其有效应用于教育实践中,从而推动混合学习进入常态化。Blended learning contributes to focusing on learning differences and students’ personalities so as to achieve “learner-centered learning”, however, it has not been normalized at present. Based on this, combining with literature analysis and teacher interview, this paper firstly analyzed blended learning misunderstandings caused by the misunderstandings of teachers’ cognition and practice. Secondly, solutions of going out of blended learning misunderstandings were proposed from the perspectives of theory and practice. Finally, taking the course of “Audio and Video Processing and Production” as an example, this paper expounded how to transform the solutions into concrete practical actions, and verified its effectiveness. Going out of blended learning misunderstandings could help teachers establish clear cognition on blended learning and effectively apply blended learning into educational practice, thus promoting blended learning into normalization.

关 键 词：混合学习 认知误区 实践误区 知识类型 内容之“脉” 学习时间线 

分 类 号：G40-057[文化科学—教育学原理]