作　　者： ; ;

机构地区： 华南师范大学教育信息技术学院

出　　处： 《现代远程教育研究》 2012年第5期79-84,共6页

摘　　要： 情境认知理论和体验式学习理论强调知识在实际情境中的迁移,重视学习者在学习中的情境体验和经验对学习的重要作用。基于这一理论,可以建立面向情境体验的在线学习课程框架。该框架采用"主题-专题-体验圈"的组织形式,强调导学情境、交流研讨、多媒体呈现、拟真任务设计、反思与总结等策略。将这一设计框架应用到《多元智能教学应用》在线学习课程实例的设计与开发中,可以得出两点主要结论:一是在情境体验学习理论的指导下,学习者的整体学业成绩高于平均水平;二是学习者对该在线课程的总体框架和学习体验的满意度均较高。 Situated cognition theory and experiential learning theory emphasize knowledge transfer in real situation and focus on the importance of learners＂ situational experience to learning. Based on these theories, an online learning curriculum framework is built that is situational experience-oriented. This framework is organized with a ＂Theme-Subject-Experience＂ structure which emphasizes such strategies as situation imported, communication and discussion, multimedia presentation, virtual reality task design, and reflection and summary. Applying this framework to the design and development of Teaching＂, we drew two main conclusions. Firstly, based on situated the online learning course ＂Application of Multiple Intelhgence cognition theory and experiential learning, the overall academic achievement of learners guided by situated cognition theory was higher than tile average level; and secondly, the satisfaction of learners towards the overall framework and experience of the course was high.

关 键 词： 在线学习 网络课程 课程框架 情境体验 实证分析

领　　域： [文化科学] [文化科学]