【作者】 沈军；

【导师】 顾冠群；

【作者基本信息】 东南大学 ， 计算机应用技术， 2006， 博士

【摘要】 随着Internet技术的发展,基于Internet的新型应用层出不穷。网络教学作为新型应用之一,因其在新世纪社会发展中的特殊地位,它的发展具有十分重要的意义。因此,各国都对网络教学关键支持技术展开了广泛研究。目前,网络教学各种关键支持技术的研究,主要针对教学资源匮乏的需求,以及支持传统教学模式的网络化延伸等。对网络教学概念的认识局限于远程教学概念的范畴,对网络教学应用本质没有深入研究,体现出从技术出发的网络教学外延发展的思维特征。提出的各种关键技术,尽管得到了一定的应用,但从应用本身来看,它们并没有突破传统教学模式的内涵。其深层原因是,研究本身缺乏应有的领域应用理论基础。另一方面,作为新型网络应用之一,网络教学应用的构建必然受到网络服务体系结构研究与发展的影响。随着以通信为核心的传统网络体系结构向以服务及其定制为核心的新型网络服务体系结构的发展,网络教学的应用服务体系模型必然建立在新型网络服务体系结构基础上。因此,如何在领域应用理论指导下,实现新型网络服务体系结构对网络教学应用的投影,并由此深入研究以应用本质为核心的各种支持模型及其实现机制,对网络教学的未来研究与发展具有重要的指导意义。论文面向网络教学应用的高级发展阶段,首先从应用本质出发,基于认知科学的研究,分析学习理论的发展过程及其对教学的指导意义,从认识论层面分析目前网络教学研究与发展存在的主要问题。在此基础上,定义新一代网络教学的概念,论述其研究与发展的本质。基于建构主义学习理论,提出教学应用模式、知识应用模式和模式建构等概念,研究并建立面向新一代网络教学应用发展的理论模型,并论述其个性化教学的内涵。从而,为新一代网络教学相关支持模型和技术的研究确立应有的方法论。然后,从应用构造角度,论述体系模型研究的思维本质及其对领域应用构建与发展的重要性和必然性;针对网络教学应用,分析其体系模型的研究与发展及其存在的问题。在此基础上,从网络及应用的集成视野,基于系统化思维策略,论述领域应用服务体系模型建立的若干原则。基于这些原则,面向新一代网络教学应用发展,依据其理论模型,给出模式驱动的应用服务体系模型,并论述其个更多还原

【Abstract】 With the development of Internet technology, there have been numerous new Internet-based applications. As one of the new applications, network teaching plays a unique role in social development, hence the significance of its development. As a result, wide studies on its key technologies have been carried out in many countries. Currently, studies on network teaching and its key technologies serve mainly for the lack of resources and the network-extension of traditional teaching model. Our knowledge about network teaching is also limited to distance teaching; our studies about the application of network teaching haven’t gone deep enough and its main characteristic is its technology-based extension development. Various key technologies, though employed in some way, haven’t gone beyond traditional teaching model in itself. A primary cause is lack of theoretical base for applications in our studies itself. On the other hand, development of network-teaching application is inevitably affected by studies on and development of network service architecture. The traditional network architecture, with communications as its core, has developed towards a new one that focuses on network service and its customization. Accordingly, network teaching application service architecture will be constructed on base of the new architecture. As a result, the following issues will greatly guide current and future studies on and development of network teaching—under domain application theories, how to fulfill network teaching application according to new network service architecture and how to further our studies on application-centered supporting models and related fulfilling mechanism.With a consideration of the advanced developing stage of network teaching and based on the studies of cognitive science, this thesis starts with analyzing the development of learning theories and their guidance in teaching, trying to seek out main problems in present studies on and development of network teaching from a perspective of cognition. Based on these, it defines the concept of new generation of network teaching and discusses the essence of its studies and development. Based on constructivist learning theory, it proposes concepts of teaching application pattern, knowledge application pattern and pattern construction. It studies and constructs the theoretical model of the new generation network teaching and discusses the connotation of individual teaching of the model. In this way, it establishes methodology for studies on this new generation of network teaching-related supporting models and technologies.Afterwards, this thesis, from the perspective of application construction, discusses the thinking essence of architecture studying and its importance and inevitability to the construction and development of domain application. It analyzes current studies on and development of architecture and seeks out its problems. Based on the above and from a comprehensive perspective of network and its application, it discusses the basic principles in domain application service architecture construction based on systematic thinking strategy. Based on these principles, concerning new generation of network teaching application and its development, a pattern-driven application service architecture is given according to the theoretical model, together with the discussion of its connotation of individual teaching of the model.In terms of one of the elements in theoretical model, namely, organizing teaching content, this thesis also analyzes the development of traditional knowledge model and its inelasticity towards network teaching. It discusses the essence of knowledge model in network teaching,更多还原