摘要
混合式学习,是网络技术环境所孕育出的e学习方式。网络条件下的计算机具有强大的知识传播和人际交流功能,可以把教师从知识的传授者的角色中解放出来,从而使他们能够把注意力转向学生学习的认知过程和意义建构的社会协作过程。混合式学习的动态模型把人本主义、建构主义的理论有效地落实到学习的具体环节,使个性化学习的碎片融合为社会化的知识体系,为学习的理论探讨提供了新的教学实践基础。
Blended learning is a kind of E-learning mode. ICT, powerful in knowledge transmission and interpersonal communication, makes it possible for teachers to free themselves from the role of knowledge transmitter and turn their attention to the stu-dents＇ cognitive process of learning and the process of social negotiation for meaning. The dynamic model of blended learning intro-duced here with its ICT platforms and reconstructed chains of teaching and learning helps mobilize the students ＇ intuitive power to bring about brainstorms in classroom interaction, overcome conceptual constraints and cognitive constraints in the process of learning,knit the fragments of personal learning into a socially-constructed systematic knowledge and turn them into factors powerful enough to transform thinking habits and sense of self of the students.
出处
《远程教育杂志》
CSSCI
2015年第2期38-45,共8页
Journal of Distance Education
基金
全国教育信息技术研究"十二五"规划2012年度重点课题"基于云计算的校本化高校教师教学发展在线平台的构建"(编号:126220634)研究成果
关键词
教学行为
混合式学习
学习模型
教学行为链
Teaching behavior
Blending learning
Learning model
Teaching behavior chains
