【作者】 刘志文；

【导师】 潘懋元；

【作者基本信息】 厦门大学 ， 高等教育学， 2006， 博士

【摘要】 网络教学是现代信息技术与现代教育思想相结合的新型教学方式,技术的进步和理论的发展是推动网络教学持续健康发展的两大动力,两者缺一不可。近十年来,网络教学中信息技术的研究和应用发展比较快,而网络教学的理论研究进展比较缓慢,理论滞后已经成为制约网络教学发展的主要因素。深入认识网络教学的本质特征,构建一个可以解释、支持和指导网络教学实践活动的网络教学理论体系,成为当前急需解决的重大理论问题。论文以远程高等教育中的网络教学作为研究对象,以范式转变和理论构建为研究视角,对网络教学的本质特征和网络教学理论进行了系统深入的理论分析。论文的内容分为二个部分:第一部分系统地分析了学校教学与网络教学之间教学基本要素及其作用所发生的变化。文章认为学校教学与网络教学之间教学媒介所发生的变化包括语言媒介、存储媒介和交互媒介等方面;教学内容所发生的变化包括知识观和课程观、教学内容的选择方式、教学内容的组织方式等方面;教学交互方式所发生的变化包括信息交互方式和社会交往方式等方面。在教学要素分析的基础上,文章指出学校教学与网络教学之间所发生的变化是一种整体性的变化,是一种范式转变。第二部分对网络教学理论的构建方式和基本内容进行了理论分析。文章认为网络教学理论不是单一的教学理论而是一个理论体系,这个理论体系可以围绕“媒介”、“内容”、“交互”和“整合”四个主导概念来建立。在这个体系中,以媒介为主导概念的网络教学理论关注教学过程中媒介的作用和影响,形成技术导向的媒介教学理论;以内容为主导概念的网络教学理论关注教学过程中内容的作用和影响,形成内容导向的学科教学理论;以交互为主导概念的网络教学理论关注教学过程中的活动方式和交互行为,形成活动导向的教学交互理论;以整合为主导概念的网络教学理论则关注教学要素和教学理论的整合,形成相应的教学设计理论和混合式教学理论。更多还原

【Abstract】 The web-based instruction, as a new teaching method integrated educational thoughts with information and communication technologies, has always been motivated by both technology expansion and theory evolution. In the last decade, research and practice of information technology have been developing fast while theoretical research on web-based instruction advancing pretty slowly. Hysteresis in theory has become a main limiting factor in the development of web-based instruction. It’s of great importance to acknowledge its essence and features, at the same time construct a theoretical system to interpret, support and guide the web-based teaching practice.Taking web-based instruction in distance higher education as the object, this author, by the virtue of paradigm shift and theory construction, tries to explore a systematical theoretic analysis on the essence of web-based instruction and the corresponding theories. The thesis falls into two parts. The first part deals with the changes of basic teaching elements and their functions between school teaching and web-based instruction in the process of teaching. In the two said paradigm, medium changes in language, storage, and interaction etc.; alteration in teaching content appears mainly in perspective on knowledge and curriculum, choice and organization of teaching content; and as for teaching interaction, change happens in model of information interaction and social communication. To sum up, the difference in school teaching and online instruction is a change as a whole which can be taken as a paradigm shift.The latter part of the thesis gets along a theoretical analysis on the construction of web-based instruction theory and its content. Web-based instruction theory is not a solo teaching thought but a更多还原