【作者】 赵培英；

【导师】 段会川；

【作者基本信息】 山东师范大学 ， 计算机软件与理论， 2006， 硕士

【摘要】 随着信息技术的发展和因特网、万维网的推广,以及人们对人类学习过程认知规律研究的不断深入,多媒体计算机和网络通信技术在教育中的作用从辅助手段跃升为基础手段之一。Web技术支持的教学模式中教师接受现代教学观认为,教学是教会学生学习、帮助学生发展。教师由知识的传授者、灌输者转变为学生主动建构意义的帮助者、促进者。学生是教学的主体,在教学过程中必须以学生为中心,重视学生的主体地位,培养学生的主体意识。在基于Web的教学模式下,根据网络环境下的现代信息的传递方式和学生对知识信息加工的心理过程,充分利用现代教育技术手段,调动教学媒体、信息资源,构建一个良好的学习环境,在教师的组织和指导下,充分发挥学生的主动性,学生可以在不同的情境下应用所学知识认识问题解决问题,使学生能根据自身行动的反馈来形成对客观事物的认识和解决问题的方案,能够真正成为知识信息的主动建构者。本文根据Web教学模式提倡的教学方法,将与建构主义教学理论以及Web学习环境相适应的教学模式概括为:“以学生为中心,在整个教学过程中教师起组织者、指导者、帮助者和促进者的作用,教学中利用情景、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神,最终达到使学生有效地实现对当前所学知识的意义建构的目的。”该方法是教师指导下的、以学生为中心的学习;学习环境包含情景、协作、会话和意义建构四大要素。在这种模式中,学生是知识意义的主动建构者,而不是外界刺激的被动接受者;教师是教学过程的组织者、指导者、意义建构的帮助者、促进者,而不是知识的传授者、灌输者;教材所提供的知识不再是教师传授的内容,而是学生主动建构意义的对象;媒体也不再是帮助教师传授知识的手段、方法,而是用来创设情境、进行协作学习和会话交流,即作为学生主动学习、协作式探索的认知工具。本文主要研究了Web技术支持的教学模式对当前教育的影响。主要包括以下几个方面的工作:(1)对Web技术支持的教学模式进行了分析。首先给出了教学模式的定义,由此引出Web技术支持的教学模式的定义;然后分析了Web技术支持的教学模式的理论基础,从行为主义和认知主义到本文的主题理论建构主义都进行了详细的描述;最后对Web教学模式的特征和教学方法进行了总结。(2)设计了Web技术支持的教学模式。这部分是本文的重点,根据Web教学模式的设计原则和设计策略,结合已有的设计模式,给出了本文的设计。本模式以建构主义教学和学习理论为指导,是基于建构主义的教学设计模式的具体应用。因此,Web技术支持的教学模式重点强调的学习情境创设、学习资源设计和学习策略设计也是Web技术支持的教学模式设计的重点,但又有其依据于网络环境下Web学习特点的具体应用。(3)给出了实现系统的框架。在给出了实现所需要的技术支持之后,设计了实现框架,并在此基础上描述了实现流程,在本章的最后,以答疑模块的实现为例验证了设更多还原

【Abstract】 With the development of the information technology and popularization of Internet,WWW, as well as the in-depth research of cognitive nature in human being’s learning process,multimedia computer and network communications technology in education have changedfrom aids into one of the role-based tools. In Web-based teaching mode, teaching is to teachstudents how to learn and help students develop. Teachers have changed from the imparters ofknowledge to the helpers and promoters who help students actively construct meanings.Students are the main bodies in the teaching process and the teaching must bestudent-centered. Teachers should pay attention to the status of students and cultivate theirstatus consciousness.In Web-based teaching mode, according to the modern means of informationtransmission and the psychological process of students processing the knowledge andinformation, schools make full use of modern educational technologies to mobilize teachingmedia, information resources and establish a good learning environment. Under theorganization and guidance of teachers, they fully activate the initiative of students, makestudents gain the opportunity of applying their knowledge to the understanding of and thesolution to problems in different situations, form the understanding of objectives and find thesolution to problems according to their own feedback. As a result, students can truly becomethe active constructors of knowledge.In this paper, on the basis of the teaching methods in the Web-based mode, wesummarize the teaching mode which is consistent with teaching theory of construct andlearning environment based on Web as follows:"It is student-centered. In the whole process of teaching, teachers play the role oforganizers, mentors, helpers and promoters;in the process of teaching, teachers fully activatethe initiative, enthusiasm and creativity using some of the learning environment elements,such as, setting, collaboration and conversation, and eventually realize the purpose of makingstudents effectively achieve the constructing of the current knowledge.”In this method teaching is student-centered under the guidance of teachers. Thelearning environment is composed of four major elements: setting, collaboration, conversationand significance construct. In such mode, students are active constructors of knowledge,rather than passive receivers of external stimulation, while teachers are the organizers,mentors, helpers and promoters rather than imparters of knowledge. Text materials are nolonger the content of teaching, but the target that students actively construct. Media is nolonger a means to help teachers impart knowledge, but to create scenes for collaborativelearning and exchange of skills, that is to say, media is regarded as a cognitive instrument bywhich students take the initiative to study and explore the collaboratively.The paper mainly put emphasis on the influence of Web-based teaching mode to thecurrent education. The main jobs are shown as follows:The paper analyzes the Web-based teaching mode. The author first defines teachingmode, then gives the definition of Web-based teaching mode. The paper also analyzes thetheoretical foundations of Web-based teaching mode and expounds behaviorism, cognitiveand construct theory. At last, the paper summarizes the characteristics and teaching methodsof Web-based teaching mode.The paper designs the Web-based teaching mode, which is the main part of the paper.According to the design principle and strategy of Web-based teaching mode, the paper has thepresent design in combination with the existing design mode. The mode is guided byconstruct teaching and learning theory, which is based on the application of the design modeof construct teaching. Therefore, the creation of learning environment, the design of learningsources and the design of learning strategy Web-based teaching mode supports are also theemphasis of the design of Web-based teaching mode. But it also has its concrete application ofWeb learning based on Internet environment.The paper presents the framework of system realization. After the needed technologysupport, the paper gives realization framework and describes realization flow. In the last part,the paper validated the correctness of design in the form of solving puzzle module.更多还原