论文部分内容阅读
教育者和教学设计者如何评价他们所设计学习环境的有效性?在远程和面授环境中保证教学有效性的一个重要方法是提供学习支持。在学习者利用WEB进行合作学习时,支持系统对于学习过程的作用愈来愈大,它为学习者在自主学习和社会交互中发展能力和提高自信提供了巨大的帮助。维高斯基关于支持体系的理论起源于社会文化领域,该词指的是基于社会建构主义学习模式的学习支持。随着WEB愈来愈多地应用于初、中、高等教育,现有的支持体系却又很难直接应用于联机学习等非面授教学中,我们有必要对支持体系的概念加以重新考虑。本文在提出远程学习中支持体系概念的基础上,提供了一些如何为学习者提供建构主义学习的例子,并提出了适用于不同教学环境的学习支持体系的设计准则。
How Educators and Instructional Designers Evaluate the Effectiveness of the Learning Environment They Designed One of the key ways to ensure teaching effectiveness in a remote and on-premise environment is to provide learning support. As learners make use of WEB for collaborative learning, the supportive system plays a more and more important role in the learning process. It provides a great help for learners to develop their abilities and enhance self-confidence in their own learning and social interaction. Vygotski’s theory of support systems originated in the field of social culture, which refers to learning support based on social constructivist learning patterns. With the increasing use of WEB in primary, secondary and tertiary education, existing support systems are hard to apply directly to non-face-to-face teaching such as online learning. We need to reconsider the concept of support system. Based on the concept of support system in distance learning, this paper provides some examples of how to provide constructivist learning for learners and puts forward the design criteria of learning support system applicable to different teaching environments.