在线课程设计的建构主义范式诠释——美国BrainPOP在线课程的案例研究  

Insight into Constructivist Paradigm of Online Course Design:A Case Study of American Online Course BrainPOP

作　　者：曹梅[1] 朱晓悦 CAO Mei;ZHU Xiaoyue(School of Educational Science,Nanjing Normal University,Nanjing Jiangsu 210097)

机构地区：[1]南京师范大学教育科学学院

出　　处：《电化教育研究》2019年第12期57-63,共7页E-education Research

基　　金：全国教育科学“十三五”规划2019年度国家一般课题“适应性学习空间支持下的学习范式研究”(课题编号：BCA190081)

摘　　要：作为国际教学设计领域的重要主题,学习环境设计对国内在线课程的影响却甚微。以乔纳森的CLEs模型为框架来分析美国知名在线课程BrainPOP,深入剖析了问题、相关案例、信息资源、认知工具、会话与协作以及社会境脉支持等六个要素和三大教学策略的具体实现机制及其背后的设计原则。BrainPOP鲜明的建构主义特色表现在:用技术学习的设计思想;关注学生的认知投入、激发内在学习动机;关注知识建构、促进高阶思维目标达成;线上与线下融合机制促进混合式教学自然发生。这些将对我国在线课程的创新设计与发展带来直接指导与借鉴。Learning environment design is an important topic in the field of international instructional design, but it doesn’t have much influence on Chinese online courses. In this paper, Jonassen’s CLEs model is used to explore a well-known American online course BrainPOP. Altogether, six elements and the concrete realization mechanism of three teaching strategies as well as the design principles behind them are analyzed. The six elements include questions, relevant cases, information resources, cognitive tools,conversation and collaboration, and social context support. BrainPOP’s distinctive constructivism features are as follows: the design ideas of learning with technology;focusing on students’ cognitive investment and stimulating their internal learning motivation;paying attention to knowledge construction and promoting the realization of higher order thinking;online and offline integration mechanism beneficial to the natural occurrence of hybrid teaching. Those will bring direct guidance and reference to the innovative design and development of online courses in China.

关 键 词：在线课程 建构主义 学习环境设计 美国 案例研究 

分 类 号：G434[文化科学—教育学]