网络课程中的生成性目标网络课程（Generative goal network course in Web-based Course）

1、网络课程中的生成性目标网络课程（Generative goal network course in Web-based Course）The generation of target network course in the network course is to achieve certain disciplines in the field of curriculum objectives, the total resources and teaching activities and teaching content, through implementation of the ne

2、twork learning, network curriculum including teaching content, learning resources, teaching strategies, learning support, learning evaluation and teaching activities of the six elements. The web-based curriculum design is goal oriented, and the curriculum objectives of network courses include behavi

3、oral goals, generative goals and expressive goals 1. Objective to conduct specific and operational behavior in the form of statements of curriculum objectives, pointed out the learning behavior change what happened to the curriculum and the teaching process is complete, accurate, specific and operat

4、ional features, easy to effectively control the teaching process and learning evaluation, accurate to the behavior form therefore, the target orientation still occupies the dominant position in the field of network course. However, with the practice of Modern Distance Education in our country deeply

5、, generative goals and long-standing theories of generative teaching in the network course more and more peoples attention and advocate, and a profound impact on the design process and the design mode of network course. Generative goal is the curriculum goal produced in the educational situation wit

6、h the development of education process. It is the result of problem solving and emphasizes the interaction between learners and problem situations. It is in this interaction, we produce the curriculum objectives, so generative goal is a process oriented process, it determines that it does not focus

7、on specific behaviors and results, but on the problem solving. With the solution of the problem, learners acquire the ability to apply theoretical knowledge to solve practical problems, while learners produce new problems and new goals. Based on the analysis of the formation of network curriculum go

8、al, curriculum content must be combined with the target from the following three aspects: (1) knowledge, learners can hope to illustrate the process in solving the problems in the comprehensive use of what knowledge or knowledge framework, or find out what new knowledge 2; (2) capacity objective to

9、describe the desired learners to solve problems through the development of what ability, including the ability of network courses to generate target under the guidance to cultivate: information retrieval ability, information analysis ability, ability to identify problems, plan solution ability, coop

10、erative problem solving ability and communication ability; (3) attitude experience goals describe the expectations of the learner in the situation, what kind of problems, to solve problems through activities, how to get the attitude of emotional experience. In the description of generative goals, on

11、 the one hand, generative goals can have a certain preset component. This part of the default goals can be pointed out a direction for learning, learning and curriculum will solve the problems in the field of knowledge linked to learning activities have a certain direction and focus, but not without

12、 purpose to explore and try. On the other hand, the generative goal has certain non presupposition. A large part of generative goals are new goals for learners in the process of problem solving.Two, generation oriented design of network curriculum is the focus on problem oriented network course gene

13、ration center started the process focused on factors associated with problem solving, thus generating network oriented curriculum is centered on the problems of design, as shown in Figure 1 - 3. Generative objectives reflect the constructivism, that curriculum is not only the target, but also is a p

14、rocess that learners use their minds to generate active objects or phenomena of understanding and interpretation, is to explore, discover and solve problems in the process. Therefore, the generative goal oriented web-based course should take the question as the center to carry on the curriculum desi

15、gn and the teaching design. In the design process, we should first analyze the design based on the target in the generation of the core elements of the problem situation, the problem centered network course of the other five factors (learning resources, teaching strategies, learning support system,

16、learning activities and teaching evaluation design). The network course question centered design of generative goal oriented Wu *, Huang Yemin (Beijing Normal University, Educational Technical College, Beijing 100875) Abstract: in the network course of generative goal is generated with the developme

17、nt of the teaching process of the curriculum objectives, emphasizing interaction and learning environment problems. The network curriculum generative goal oriented is problem centered design, presented in the content and the design of the problem situation based on the design of network course, lear

18、ning resources, teaching strategies, learning support system, learning evaluation and teaching activities of the five elements of the design. Keywords: network course; goal orientation; generative goal; classification Center: G434 document code: A article number: 1006 - 9860 (2008) 03 - 0062 - 46220

19、08.3 Chinese audio-visual education total 254th three generation of learning resources, goal oriented situation problems in the network curriculum design in the analysis generation of the target, the need for the design problem situation. The design of problem situation includes two parts: content d

20、esign of problem situation and presentation method. 1. the content design of problem situations, the design of problem situations, consists of six basic steps (as shown in Figure 2): the first step is to choose the appropriate type of problem. First, the instructional designer determines the learner

21、s knowledge and ability through task analysis based on the identified goals. Then, for each type of knowledge and ability, choose suitable problem (s) and the corresponding candidate design problems. Jonathan according to the structure of the problem in the well formed 11 problem types between the c

22、ontinuum problem and ill structured problems, followed by logical problems, algorithm, plot (story), rules of application problems, decision problems, troubleshooting problems, diagnose problems, strategies or system problems, case analysis problem, design the problem and dilemma 4. In his book solv

23、ing problems, he explained in detail the characteristics and typical examples of each type of problem, which provided important reference for the selection of instructional designers and the design of various problems. The second step, forming a comprehensive problem.Integrate the design problems of

24、 the previous step and design the comprehensive problems. The method can be used with a prerequisite method (applicable to problems between hierarchy and repetition (when) applicable to problems between non hierarchical relations) and multivariate method (for interdisciplinary issues) 5. The third s

25、tep is to create a problem situation, that is, to form a meta problem. The task of this step is to consider a real-world situation for the comprehensive design of the previous step. This situation is often presented to learners in the form of a story. The source of the story can refer to the success

26、 of the problem centered learning case (such as jasper series story, Sherlock project), a variety of newspapers and magazines, academic journals, popular television drama, novels and a variety of cyber source etc. When designing a problem situation, be sure to follow the following principles: provid

27、e the necessary clues to solve the problem. The reason, to explain the problem of restrictive conditions, the conditions, target state and historical information, including 6; - to make the learners in the context of the problem, given its role in the situation, in order to arouse their learning ini

28、tiative; do not put all the key factors to solve the problem in the present situation, but to hide some factors, let learners explore; external representation forms do not blindly pursue the problem situation to the neglect of the design problem. It is important to note that experienced teachers oft

29、en skip the first, second stage. Their approach is to use a typical textbook problem and modify it into an open, close to the real world problem 7. The fourth step is priority ranking. For each question, the teacher scores the problem under each rule, then calculates the total score of the problem,

30、and then prioritize the problem according to the score (see Table 1). Finally, according to the actual human, material, financial and time factors, choose one or more priority problems for teaching. The fifth step is to filter the problem. If the total number of questions is less than 60, it is reco

31、mmended that the teacher return step two to modify the problem; on the contrary, the design of the next step can be entered. The sixth step is to determine the outcome and completion criteria for problem solving. The criteria score learners through problem solving can obtain the basic concept and pr

32、inciple of (0 - 20) the complexity of the problem (0 - 20) within the problem in the learners ability range (0 - 10) issues close to the learners life experience and the social and cultural background (0 - 20) to inspire learners to explore problems motivation (0 - 10) has a variety of solutions to

33、the problem (0 - 10) learners can produce some results after the problem is solved (such as paper, plan) (0 - 10) China audio-visual education Table 1 problems of priority criteria for 63 of the total 254th 2008.3 learning resource solutions can be artifacts (Artifacts) or product, such as the produ

34、ction of a rocket model; experimental or research report, usually including problems, objective Methods, results and conclusions, etc.; a summary report of a specific topic can be presented as a multimedia presentation, web page, etc. of a paper, a report, etc.; a design proposal; a design scheme th

35、at learners can actually implement,For example, a school campus network design scheme, the other is the design of learners are not possible, they just puts forward and proves the design scheme, such as in the United States many schools are the Mars design activities 8. The evaluation standards of pr

36、oblem solving results are usually presented in the evaluation scale. 2., the presentation of the problem situation, the presentation of the problem situation, should have authenticity and interactivity. In the network course, you can use text, pictures, video, audio or animation and other media to p

37、rovide learners with a realistic and interactive problem situation. For example, interactive video technology using the Jasper series case of American winter University Bildt cognitive and technical development team, showing a series of adventures for learners (such as travel, business, etc.) to the

38、 learners into the story of the hero in the story, as the story unfolds, some learners solve problems gradually surfaced. In the process of solving the problem, learners are free to access the fragments and information in the story. Present problem situation should pay attention to follow the follow

39、ing principles: - make the learners in the context of the problem, given its role in the situation, fully mobilize students learning initiative; do not put the key factors to solve the problem in the present situation, but to hide some factors, let students explore design; the problem is the most im

40、portant, the situation just to make the problem more vivid characterization, can mobilize the enthusiasm of learners. We should not pursue the form of problem situation representation, but ignore the design of problem. The four generation design, design of other elements oriented network in the cour

41、se of the 1. learning resources to assist learners get more information and solve problems, to provide corresponding learning resources in network education. Learning resources include structured learning resources and unstructured learning resources. Network course generation oriented in the struct

42、ured learning resources to solve the problem, the sample case library, background materials and related websites, the design principles are detailed in Table 2; unstructured resource users, Blog, WIKI, BBS and other social network resources, these resources function is shown in table 3. 2. teaching

43、strategy design of generative goal oriented network course mainly includes anchored teaching strategy, coaching strategy, modeling strategy, random access teaching strategy, etc. Specific design steps for each strategy are shown in table 4. It is worth noting that, for generating oriented network cu

44、rriculum teaching strategy is not limited to this, designers can choose more teaching strategies for teaching, can also design a unique procedure of teaching strategies. Including the learning support system 3. learning support system design and generation oriented network course learning process tr

45、acking and recording system, learning feedback system, learning four part of the navigation system and learning tool system. Among them, the learning tool system includes four categories of effectiveness tools, problem representation tools, communication tools and management tools (Table 5). Because

46、 efficiency tools, communication tools and management tools are more common, this paper only introduces the important learning support tool in Generative goal oriented network course - problem representation tool.The reason for the failure of the problem is that learners can not effectively understa

47、nd and characterize the problem 9. Problem characterization tools provide learners with qualitative and quantitative modeling tools that help learners characterize problems. The commonly used tools for problem representation are concept mapping tools, causal modeling tools, expert systems, and dynam

48、ic system modeling tools. Among them, the concept map tool is to help learners identify key concepts, concept of organization, to determine the relationship between the concepts, and describe the semantic relationships between concepts, software MindManager, MindStorm, Inspiration etc.; causal model

49、ing tools help problem solving and decision resource type design principle provides a plurality of sample solution to match the sample solution for each type of problem; try to use different sample media presentation case base to story case; both positive and negative cases, the case from a variety

50、of angles; provide a variety of background materials to index presented to learners background materials; provides background material with the learners to learn the knowledge, but not Can do a simplistic handling of knowledge; background materials contained in the related website network between mu

51、ltiple knowledge composition and their links; structured learning resources and types of design principles of resource function linked sites and users of teaching content is closely related to table 2 generation oriented network course of learners knowledge of the full range of activities comprehens

52、ive services and help Wiki to help their companions; sharing in the learning process to collect information, data and results, reflective diaries or BBS chat room chat room to discuss synchronization usually through discussion of smaller and less simple issues; asynchronous discussion often by BBS t

53、o discuss the complex issues of Blog reflect on the learning process and harvest; sharing information, knowledge and resources to oneself; to share feelings and emotional exchanges in Table 3 Production oriented network course of unstructured learning resources and the function of teaching strategie

54、s step strategy (1) broke down situation (2) to determine the problem, access to resources (3) put forward a variety of solutions (4) completed sub goals (5) distinguish information (6) evaluation scheme (7) to evaluate the effect of strategies (1) motivation (2) monitoring and learning (3) guidance

55、, advice, suggestion and feedback (4) modeling strategy model to solve the problem of restructuring (1) (2) to clarify the reason (3) model of random access instruction strategy (1) showed the basic situation (2) randomly into the study (3) the development of thinking Table 4 generation training goa

56、l oriented network course teaching design strategies in Table 5 generation oriented network course learning tool type learning tool performance tool Processing software, search engine, calculation tool problem characterization tool concept mapping tool, causal modeling tool, dynamic system modeling

57、tools, expert system tool of communication BBS, chat rooms, video conferencing system management tools, EMail electronic notepad, notebook, EPortfolio, task and time management tools 642008.3 learning resources Chinese audio-visual education total 254th to find out the reasons to explain the phenome

58、non of common software LISREL, E, QS, AMOS; the dynamic system modeling tool, learners can be established and the test simulation system, the output of the system can be observed through charts, tables or other forms of animation, and to examine the effectiveness of each part of the system to change

59、 parameters, the typical software Stella, VenSim, PowerSim; expert system can be used to simulate experts to solve the problem, provide feedback to the learner, the famous expert system CoVis project development of remote expert system, MYCIN, PROMISE, CBR2 etc. The design of 4. generation goal oriented learning evaluation under the problem-based learning, which emphasizes the learners to generate their own goals, and pay attention to teachers presupposition on target; emphasize the individual growth, and the importance of team coope