中英项目中课程设计思路简介

,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,中英项目中课程设计思路简介,Brief introduction to the general ideas underpinning the course design for the e-China project,北师大继续教育与教师培训学院 王彦平,BNU Wang,Yanping,2005,年,3,月,13,日,2005/03/13,概述,Outline,一、该课程设计的理论依据,二、该课程设计思路,三、给学员在学习过程中的建议,1.Theoretical assumptions underpinning the course design,2.Rationale for the course design,3.Helpful suggestions for learning,Theoretical assumptions underpinning the course design,Constructivist learning theory,建构主义认为，知识不是通过教师传授得到的，而是学习者在一定的情境即社会文化背景下，借助其他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式获得的。,This theory posits that knowledge does not exist independently in the world,but is actively constructed by learners both individually and via interaction with others(peers and e-tutors).In this context knowledge construction takes place within the realm of the content of the materials,problem-based tasks and assignments,and is elaborated on through discussion and collaboration with other members of the learning community.,Theoretical assumptions underpinning the course design,Constructivism learning theory,建构主义提倡在教师指导下的、以学习者为中心的学习，也就是说，既强调学习者的认知主体作用，又不忽视教师的指导作用，教师是意义建构的帮助者、促进者，而不是知识的传授者与灌输者。学生是信息加工的主体、是意义的主动建构者，而不是外部刺激的被动接受者和被灌输的对象。,Constructivism calls for student-centered,teacher-guiding learning.Constructivism emphasizes the learners cognizing role and the use of pre-existing knowledge in the construction of new meanings and understanding.Learners actively construct meaning for themselves and are not passive receptacles for information.The e-tutors role is one of facilitation to promote learning.,Theoretical assumptions underpinning the course design,Constructivist learning theory,Using methods of enquiry to construct knowledge,Private activity whereby learners interact with learning materials,process and analyze information,draw on prior experiences and knowledge,and construct meanings.,Social activity between learners and tutors facilitates learning.,Theoretical assumptions underpinning the course design,该课程的学员特点分析在职成人,该课程的学员层次教育硕士,该课程的内容分析理论与实践相结合,该课程的技术支撑手段分析信息技术的发展,Participants of the course are in-service adult learners,The academic level of the course is Master in Education,Curriculumcombines educational theories and practice,Technology is used to support learning,Rationale for the course design,总体思路基于学习任务的学习方案，即以任务驱动学习为主线、以教师为主导、以学生为主体进行课程学习。,（这种学习方法符合建构主义学习理论，适用于培养学生的创新能力和独立分析问题、解决问题的能力。）,General ideas in the course designtask-based learning approach in which learners are at the centre.E-tutors are the facilitators of learning.,(This learning approach accords with constructivist learning theory.This learning approach fosters students creativity and independence in analyzing and solving problems).,Rationale for the course design,单元结构,Unit Structure,单元概述,Unit introduction,建议学习时间,study time,学习目标,aims and objectives,学习成果,learning outcomes,单元结构框架,unit framework,单元作业,assignment,参考资料,references,学习小节,Summary of the learning section,建议学习时间,study time,学习目标,learning outcome,学习任务学习活动,learning tasklearning activities,Rationale for the course design,可以以,教育心理学第九单元,为例简介上述结构,An example from the materials:Educational Psychology,Unit 9,Rationale for the course design,学习内容的选择建议,The learning materials are divided into two types,Unit 1,Unit 2,Unit 11,必学内容,need to learn,(compulsory materials),扩展内容,good to learn,(optional materials),可以见,现代教育学第七单元,An example from the materials,Unit 7,Rationale for the course design,Learning methods used in the course design,Reflective learning,Reflective learning is a process whereby participants consciously think about and analyze their learning.This is undertaken systematically and purposefully.,An example,:,Activity 1:Solve the given problem.Reflect on how you solved this problem and contemplate reasons why the problem was either solved well or was not solved.,Rationale for the course design,Learning methods used in the course design,Collaborative learning,This method enables each participant to can collect others.Participants will have opportunities to communicate with other learners,share ideas and experiences,compare views,analyze and synthesize,and develop good relationships with other learners.,For example,some tasks require working in groups.E-tutors will divide the participants into several groups and they will be invited to discuss a particular issue among themselves.One person will be selected as the group leader.This person will be responsible for providing a summary of the groups discussion and overall perspective.Group leaders will post their summary online and these will be available for all participants to read.,Rationale for the course design,Learning methods used in the design,Case study,Case studies are used to trigger deliberation and discussion among participants.,Examples:,Educational Psychology,Unit 3.A case study called Meet Billy examines the behavior of a young boy.,Modern Pedagogy,Unit 3.A case study examining a reported incident in the media whereby a teacher slapped the face of a student.,Rationale for th