【作者】 肖晓飞；

【导师】 马颖峰；

【作者基本信息】 陕西师范大学 ， 教育技术学， 2006， 硕士

【摘要】 随着网络教学实践的不断深入和WWW技术的功能的扩展，人们不再满足于其具有的信息发布功能，期望通过WWW技术支持，培养学习者综合能力，如运用其具有节点式信息组织的非线性信息结构形式，培养学习者的发散性思维能力；通过信息检索和自组织功能，培养学习者的获取信息、组织信息、重构知识的能力；通过其交互式呈现的3D对象技术，培养学习者的空间想象能力；通过不同的网络教学活动和资源形式的组织，实施不同的教学理念下的教学模式(如协作学习模式、自主学习模式、基于问题解决的学习模式、研究性学习等)，培养学习者的协作能力、自主学习的能力、问题解决的能力和从事科学研究的能力等。 网络环境下基于问题学习(Problem-based Learning，简称PBL)的模式，是充分利用网络优势，强调以问题解决为主线，达到在问题解决的过程中培养学习者的解决问题能力、交流协作能力和基本信息素养的目的。 目前在众多的网络环境下PBL教学模式研究中，对该教学模式的组织与实施的程序、网络课程设计策略、支持该教学模式的理论基础以及评价标准和形式等方面的研究已经非常的丰富，也被大家所认可。但多数存在着一个隐性的前提，那就是将网络仅仅是作为查找和发布信息的工具，面对现实环境下的PBL和网络环境下PBL的相关因素的分析和解决策略方面的研究还有待深入。作者通过对国内外关于网络环境下PBL教学模式的相关研究文献分析发现，国外有关辅导策略研究的较多，而针对PBL网络教学模式的辅导策略方面的研究有待深入，而国内对辅导策略与机制的研究基本空白。 作者认为，由于网络的引入，现实环境下的PBL和网络环境下PBL，有着较大的差异性，也决定了其是否能够真地正达到PBL教学目标的要求。不可否认，网络促进了学习者的学习，特别是网络信息传输技术使跨时空的学习活动得以实现。但是，这种跨时空的教与学相对于面对面的教与学而言，因教学双方在信息沟通上的延时性所致的消极因素是不容忽视的。基此，作者提出在PBL网络教学模式中导入辅导机制与策略，使网络环境下PBL更为完善、有效。 文中对PBL和辅导机制与策略概念、内容进行了界定和概述；阐述了PBL教学模式和PBL网络教学模式的研究内容、实践应用、评价方法；论述了不同辅导机制与策略的特点。在此基础上，结合PBL网络教学模式的特征，提出了PBL网络教学模式中的辅导机制及策略。通过分析网络环境下PBL教学设计方法的试验研究案例存在的问题，给出了如何应用辅导机制与策略进行修改和完善教学。另更多还原

【Abstract】 Abstract: Along with the well study of network teaching practice and the expansion of the function of WWW technology, people are no longer satisfied with its function of information issue, but expect to raise the synthesizing ability of learners with its technical support, such as raising the ability of divergent using the non-linear information structural style that has the pitch point’ type information organization; raising the ability of getting information, organizing information, reconstructing knowledge by searching information and self-organizing; raising the ability of space imagination with 3D object technology that presents interactively; raising the abilities of cooperation, self-learning, solving problems , scientific research and so on, by carrying out different instruction models in different instruction environment (such as the model of Cooperated Learning, Self-learning, Problem Based Learning, Inquiry Learning and so on) through different network teaching and learning activities and different patterns of organizing resources.The mode of PBL in the network environment (Problem-based Learning, is called PBL), uses network superiority fully and emphasizes problem solving. It aims to raise learners’ abilities of solving the problems communicating and cooperating, the basic information cultivation.At present, in the multitudinous researches about the model of PBL in the network environment, some researches on the procedure of organization and implementation, the strategies of network curriculum design, the theory bases which support the model, the evaluation criteria and form, and so on, are already very rich and are approved by everybody. But most of these have a recessive premise, which is they merely regard the network as a searching and issuing information tool. The further research on analyzing the correlative factors and strategies of solving problems about PBL model in the environment of reality and network is needed. By literature research about the study on Tutoring Mechanism and Strategies in the model of web-based on PBL instruction home and abroad, the author discover that Tutoring Strategies are researched fully overseas, but the research on Tutoring Strategies in the model of web-based on PBL instruction are needed. The domestic study on Tutoring Mechanism and Strategies has not been更多还原