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篇名 |
基于技能形成的“主题式”教学设计初探
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並列篇名 | Toward to “Thematic” Instructional Design Based on Skill Development |
作者 | 金旭球 |
中文摘要 | 该文针对技能类课程教学设计,研究了基于技能形成的“主题式”教学设计观,分析该教学设计的五个主要元素,结合大学《多媒体应用技术》课程,探析其设计教学活动的三个阶段七个主要步骤,在实践中分析了从整体教学设计到具体教学活动设计的实现。该教学设计模式主张在技能类课程中设计“主题式”任务,以实现有意义的教学;主张以技能形成为主线,设计“主题式”子任务序列和专项操练,落实相关知能的学习和“主题式”任务的完成;主张设计贯穿教学过程的形成性评价系统,做到教师指导工作由扶到放,促进教师引导式教向学习者自导式学转变,从而促进学生的复杂学习;主张构建友好的网络与移动学习平台,为学生创设必要的主动学习、自主学习的混合式学习环境,以促进学生的个性发展。 |
英文摘要 | Aiming at Skills Course design, this paper analyses the relevant theories of “Thematic” instructional design and its five main elements. With the instructional design model applied to Media Application Technology Course, it explores its seven main steps in three phases of designing teaching activities. And analyses the realization of transferring from the overall teaching design to the specific teaching activities in practice. To achieve meaningful teaching, it advocates the thematic approach in the skills courses. It advocates to regard the skill development as the main line, design the subtask sequences and the part-task practice, implement the relevant learning of knowledge and skills, as well as theme-based tasks. It advocates the formative assessment throughout the teaching process and transfers the teachers’ guiding from teaching to learners’ self-directed learning, so as to promote complex learning of students. It also advocate the construction of a friendly network and mobile learning platform, for students to create the necessary active learning and autonomous learning, so as to construct blended learning environment, in order to promote the development of students’ personality. |
起訖頁 | 100-105 |
關鍵詞 | 技能、教学设计、技能形成、主题式、意义学习、Skill、Instructional Design、Skill Development、Thematic、Meaningful Learning |
刊名 | 中國電化教育 |
期數 | 201611 (358期) |
出版單位 | 中國電化教育雜誌社 |
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