【作者】 黄勇；

【导师】 张从善；

【作者基本信息】 山东师范大学 ， 教育技术学， 2002， 硕士

【摘要】 本文论述了网络教学系统的设计、开发与应用的过程，阐明了网络教学系统在促进教育深化改革和培养创造型人才方面所起到的关键作用，为网络教学系统的科学开发与广泛应用提供了理论与实践的依据。 网络教学支持系统是网络教学系统的骨架，在通常意义上二者可以视为等同。网络教学系统是指基于计算机网络环境的，能够随时随地支持教师备课、授课和学生自主学习，能够开展网上作业、考试、讨论、答疑等教学活动的教学软件系统。它的基本特点是：①由网络教学资源和网络教学支持系统构成；②具有开放性；③能够实现资源共享；④提供零时间、零空间的学习环境；⑤允许交互式反馈以实现教学互动。网络教学系统按照不同的标准可以分为不同的类别，如按照应用规模分类，可以分为基于校园网的教学系统、基于城域网的教学系统和基于广域网的教学系统。网络教学系统体现了鲜明的时代含义：它是信息时代学习方式变革的要求；是推进素质教育的要求；是学习理论发展的要求。 网络教学系统的设计主要集中在以下三个方面：①网络教学系统的体系结构与逻辑结构；②网络教学系统的系统策略；③网络教学系统的功能结构。 网络教学系统在软件体系上采用目前流行的B／S结构，即浏览器、应用服务器、数据库服务器三层体系结构；在功能上采用应用与管理“分立”的逻辑结构，即应用功能与管理功能采用不同的逻辑单元来实现。网络教学系统的主要逻辑单元包括：教师应用单元、学生应用单元、系统服务单元、系统数据单元和系统管理单元。 系统策略是对系统的运行机制和功能定位的总体考虑，它是系统的灵魂与核心。网络教学系统的系统策略包括系统动机策略、系统教学策略和系统管理策略。 网络教学系统采用的动机策略是通过构建富有激励性的学习环境来激发与维持学习者的学习动机。对学习环境的构建是通过控制14种直接或间接影响学习动机的因素实现的，这14种环境动机因素包括：直观性因素、新异性因素、变化性因素、任务性因素、针对性因素、挑战性因素、协同性因素、期望性因素、指导性因素、鼓励性因素、参与性因素、交往性因素、归因性因素、自适应因素。 系统教学策略是对完成特定的教学目标而采用的教学活动的程序、方法、形式和媒体等因素的总体考虑。对网络教学系统而言，教学程序和教学方法是需要重点考虑的因素。网络教学系统所采用的基本教学策略包括：①讲授策略，一般程序是：制作教案→激发动机→演示教案→练习巩固→反馈强化，运用的教学方法包括讲授法、演示法等。②探索策略，一般程序是：设置问题→提供资源→给予提示→自主探索→给予反馈，运用的教学方法包括讨论法、问答法等。③发现策略，一般程序是：设置实验情境→自主实验→学生总结→教师总结，运用的教学方法主要是实验法。④个别化策略，它主要依靠学生利用网络学习资源进行自定步调、自我评价式的自主学习。⑤协作策略，一般程序是：选择学习主题→选择学习伙伴(或教师分组)→协作学习， 基于beb的教学支持系统的开发与应用 运用的教学方法包括：角色扮演、辩论、讨论、协同、竞争等。③启发策略，一般程 序是：确定问题一自主思索一教师引导一解决问题，运用的教学方法主要是问答法。 系统管理策略包括自我管理和外部管理。自我管理是系统通过监测程序定期或随 时诊断系统运行状态，获取反馈信息，并根据系统内定运行指标调整系统参量以维持 系统正常运行状态的过程。外部管理是由系统管理人员根据教学需要，操纵系统参量 以维护或改变系统运行状态的过程。外部管理是采用系统管理员管理和教师授权管理 的方式来实现的。外部管理策略在一定程度上增加了管理的复杂性，但提高了管理的 灵活性。 网络教学系统的功能结构是系统逻辑结构与系统策略的具体体现。它一般通过七 个基本模块来实现，包括：实时课堂、网络课程、虚拟实验室、教学答疑、在线测试、 资源中心、学习工具。实时课堂模块实现教师备课、授课以及作业的发布与管理；网 络课程模块实现对网络课程的测览、上载、卸载与管理；虚拟实验室模块实现对各类 模拟软件的上载、卸载与管理；教学答疑模块实现师生之间的问答交互；在线测试模 块实现教师组卷和学生答卷；资源中心模块实现教学资源的测览、上传和下载；学习 工具是系统为教师和学生提供的若干工具，包括讨论组、聊天室、网络寻呼、视频点 播、公告板、笔记本、电子邮件等。 网络教学系统的开发应注意解决好以下几个方面的问题：①制作脚本；②开发环包 境与开发工具；③原型开发；④人员协作；⑤测试修改。其中制作脚本的编写最为重 要。 网络教学系统在教育中的应用将加速信息技术与学科教学整合的步伐；改革传统更多还原

【Abstract】 In this article the design, development and application of the Web-Based Instructional System (hereinafter to be referred as WBIS)are discussed, and its critical role in deepening the reform of education and training creative talents is illuminated. So this article has laid a substantial basis for the development and application of the WBIS theoretically and practically.The Web-Based Instructional Supporting System (WBISS) is the kernel of the WBIS and can be deemed identical with the WBIS under usual circumstances. The WBIS refers to an instructional software system that is based on computer networks, and that is capable of facilitating teachers to prepare their lessons and give lectures, as well as of providing support for students to study by themselves, and that is capable of arranging for such instructional activities as excising, examining, discussing, question-answering, and so on. Its basic features include such as follows: ﹊t comprises the Web-Based Instructional Supporting System and the network resource for teaching; ﹊t is an open system; (l)it allows its resource to be shared freely; (4)it makes up a zero-timed and zero-spaced learning environments; (5)it achieves a free exchange between the teachers and the students by means of bi-directional feedback. The WBIS can be classified into different categories in accordance with different criteria. For example, in line with its scale of application, it can be classified intothree categories----WBIS on a basis of campus network, WBIS on a basis of urbanarea network and WBIS on a basis of wide area network. The WBIS bears clear era brands, for it is the demand of the information age for a learning style reform, and of the educational reform for a quality-oriented education, and of the learning theories for their application in education.The design of the WBIS is mainly focused on such respects as follows: ﹖he design of its software system structure and its logical structure; (2) the design of its system strategies; ﹖he design of its functional structure.The WBIS adopts as its software system structure the prevailing B/Sstructure, which consists of three layers----the browser, the applicationserver and the database server. It also adopts a logical structure featuring the separation of the application unit with the administration unit, that is, the functions of application and administration are realized with separate logical units. The major logical units of the WBIS include the application unit for teachers, the application unit for students, the system service unit,the system database unit and the system administration unit.The system strategy refers to a general consideration for the operational mechanism and the functional orientation of the WBIS. It is the soul of the WBIS. The system strategies comprise the system motive strategy, the system instructional strategy and the system administration strategy.The system motive strategy of the WBIS is to encourage and maintain the learning motive of the students by means of constructing activable learning environments. There are at least 14 factors that can impose influence on one’ s learning motive directly or indirectly, factors including the factor of presentation, the factor of novelty, the factor of variety, the factor of task, the factor of relativity, the factor of challenge, the factor of cooperation, the factor of expectation, the factor of tutor, the factor of encouragement, the factor of participation, the factor of friendly intercourse, the factor of attribution and the factor of self-adaption. These factors are called environmental motive variables. Through controlling these variables the activable learning environments can be achieved.The system instructional strategy refers to a general consideration of the procedures of instructional activities, the instructional methods, the instructional organization and the instructional media, all adopted to achieve special instructional objectives. Of these factors, the instructional procedures and the instruction更多还原