【作者】 林世威；

【导师】 刘子忠；

【作者基本信息】 内蒙古师范大学 ， 课程与教学论， 2006， 硕士

【摘要】 对于混合学习的界定国内外学者众说纷纭,混合学习是一种在师生双主二元论思想指导下的计算机网络与教学的整合,它把计算机网络有机地运用到传统的教学过程之中,既强调学习者知识的自我构建,又强调教师的指导作用以及学习伙伴的协同作用。为了克服单纯在线学习的弊端,混合学习在2001年首先发端于西方的企业培训界,随即成为西方教育技术界与企业界的研究热点。我国从2003年开始有混合学习方面的研究文章发表,但基于混合学习的大学化学教学模式研究成果至今空白。混合学习的典型教学模式有技术驱动模式、态度驱动模式和能力驱动模式。目前,在我国大学化学教学中开展混合学习具有必要性与可行性,于是在借鉴混合学习的典型教学模式基础之上提出了大学化学八边形教学模式。八边形教学模式的理论基础由哲学基础、学习理论基础和传播学理论基础共同组成。八边形教学模式的教学目标在于拓宽大学生化学知识深度与广度,培养大学生自主学习能力、合作学习与合作研究能力、创新能力与实践能力,以及培养大学生的科学态度与科学情感。其操作程序包括八个环节:选定课题、收集资源、自学材料、教师报告、讨论与实验、作品制作、学习评价、成果交流。八边形教学模式的实施策略是师生关系双主、凸显实验基础、摆正网络手段地位、课上与课后结合、加强外部保障。它的网络条件分为网络教学平台与网络化学学习资源两部分。《分子结构》和《从“烂板液”中制取皓矾》两个教学设计是大学化学八边形教学模式的应用示例。为了保障该项研究的顺利开展,还在eYouCT上组建了无机化学网络教学平台,并在Internet上建立了无机化学网络课程网站。更多还原

【Abstract】 Domestic and overseas scholars haven’t agreed on the definitions of blending learning. Blending learning is a sort of integration of computer networks and instructions directed by dualism ideas of both instructors and students are the main bodies. It brings computer networks into traditional instructions and emphasizes both the self- formation of learner’s knowledge and the coaching functions of instructors , as well as the collaborative functions of partners. In order to overcome the shortcuts of merely on-line learning, blending learning was originated in the western enterprise training fields in 2001. Before long, it became a hot study in the fields of education technology and the fields of enterprise. In China, the first research article on blending learning was published in 2003, but there isn’t any study on the instruction models about college chemistry teaching based on blending learning. The typical instruction models of blending learning include Skill -Driven Approach, Attitude-Driven Approach and Competency -Driven Approach.In China, it is necessary and possible to bring blending learning into effect in college instruction at present. So we designed a model of blending learning in college chemistry called the Octagonal Model based on analyzing typical blending learning instruction approaches. As to the Octagonal Model’s theory foundations, we think they are composed of philosophy foundations, learning theories foundations and transmitting theories foundations. The instructional aims of the Octagonal Model are to enable the undergraduates to broaden the depth and the scope of their chemistry knowledge, developing their self-study ability,collaborative learning ability,更多还原