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| 高校MOOC在线教学模式与实施策略研究——基于全日制研究生在线学习现状和需求的分析 |
| On Online Teaching Mode and Implementation Strategy of MOOC at Higher-learning Institutions: Based on analysis of the current situation and demands for online learning by full-time postgraduates |
| 投稿时间：2020-08-10 |
| DOI：10.19834/j.cnki.yjsjy2011.2020.05.07 |
| 中文关键词: 高校师生;在线学习;学习现状;学习需求;教学模式 |
| 英文关键词: university teachers and students;online learning;learning status quo;learning needs;teaching mode |
| 基金项目: |
| 作者 | 单位 | | 王冬青 | 华南师范大学 教育信息技术学院, 广州 510631 | | 裴文君 | 华南师范大学 教育信息技术学院, 广州 510631 | | 罗力强 | 华南师范大学 教育信息技术学院, 广州 510631 | | 任光杰 | 华南师范大学 教育信息技术学院, 广州 510631 |
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| 摘要点击次数: 2010 |
| 全文下载次数: 5255 |
| 中文摘要: |
| 基于MOOC开展在线教与学已成为"互联网+"时代高校师生参与课堂的重要方式。在线教学和在线学习给高校师生带来了严峻的挑战。本研究聚焦于研究生在线学习现状与需求，对不同高校的在读全日制研究生进行了网络问卷调查，并对收集的155份有效问卷进行了数据分析，深入了解在线学习现状以及在线学习的具体需求。在此基础上，运用混合教学理论和生成教学理论构建了"同步直播教学、异步自主学习"的教学模式，并针对该模式提出了四项实施策略：结合在线学习环境新形态，推动个性化学习发展；以任务驱动为导向，重塑教学目标；创新教学设计，探索多元混合教学；优化教学支持服务，深化互动学习。 |
| 英文摘要: |
| Online teaching and learning based on the form of MOOCs has become an important way for teachers and students to participate in classroom teaching in the "internet +" era. In fact, the way of online teaching and learning has brought severe challenges to college teachers and students. This study focuses on the current situation of and the demands for online learning by postgraduates. Based on an online questionnaire survey on full-time postgraduates at different universities, the authors analyze the 155 valid feedbacks for a deeper understanding of the online learning status quo and the specific needs of college students for online learning. Based on the analysis, the authors create a teaching model featuring "synchronous online teaching live broadcast and asynchronous autonomous learning" with the application of the mixed teaching theory and the generative teaching theory. Furthermore, they propose four measures to implement the model, i.e. to promote the development of individualized learning in the new form of online learning environment; to reshape teaching objectives with specific task as the leading driving force; to innovate teaching design so as to explore multiple mixed teaching; and to optimize teaching support services and deepen interactive learning. |
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