基于协作知识建构的本科公共课教学改革研究——以“现代教育技术”课程为例  

Research on Undergraduate Public Course Teaching Reform Based on Collaborative Knowledge Construction--A Case Study of the Course“Modern Educational Technology”

作　　者：曹雅洁 叶晓玲[1] CAO Yajie;YE Xiaoling(School of Educational Science,Nanjing Normal University,Nanjing,Jiangsu,China 210097)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《数字教育》2021年第1期38-44,共7页Digital Education

摘　　要：随着信息技术对教育领域的影响不断凸显,“现代教育技术”作为一门专门培养高校师范生信息技术素养的公共课,其地位也随之变得更加重要,但实际教学中却存在诸多问题。知识建构是21世纪逐渐成熟的知识创新学习理论,本研究根据知识建构理论的教学原则,设计一套符合现代教育技术公共课的教学流程并进行教学实验。实验结果表明,知识建构教学能够将教育技术与学生专业特色相结合,满足学生个性化发展需求,使学生在学会软件操作的基础上,有效提高教育技术信息素养;但知识建构教学也暴露出许多问题,如学生不认可、相互推诿等,对教师提出了更高的要求。该研究为公共课教学改革提供重要参考。With the gradual prominence of the influence of information technology on the field of education,as a public course of cultivating the information technology literacy of college normal students,modern educational technology’s status is becoming more important,but in the realistic teaching,there still exist many problems.Knowledge construction is the learning theory of knowledge innovation gradually matured in the 21th century.This research,according to the teaching principles of the theory of knowledge construction,has designed a set of teaching procedure in accordance with the public course of modern educational technology and done a teaching experiment.The results of experiment show that the teaching of knowledge construction can combine the educational technology with students’professional characteristics,and satisfy students’needs of personalized development,making students improve their educational technological information literacy effectively on the basis of students’learning of software operation,but many problems have been exposed in knowledge construction teaching,e.g.students’disagreement,buck-passing in cooperation,which has put forward much high requirements to teachers.This research has provided important reference for the reform of public course teaching.

关 键 词：知识建构 现代教育技术 公共课 教学改革 

分 类 号：G4[文化科学—教育技术学]