教学设计与媒体总复习

第一单元技术、媒体与学习Technology,MediaandLearning内容解析1．Learning（学习）1.1Whatislearning?

Learningisthedevelopmentofnewknowledge,skills,orattitudesasanindividualinteractswithinformationandtheenvironment.Learningtakesplaceallthetime.Welearnthingsbywalkingdownthestreet,watchingTV,surfingtheNet,conversingwithothers,andjustbyobservingwhatgoesonaroundus.(weareconcernedprimarilywiththelearningthattakesplaceinresponsetoinstructionaleffortsonthepartofstudentsandteachers).Learninginvolvestheselection,arrangement,anddeliveryofinformationinanappropriateenvironmentandthewaylearnersinteractwiththatinformation.1.2SomePsychologicalPerspectivesonLearning(1)BehavioristPerspectiveonLearning

ThemostfamousbehavioristisB.F.Skinner;heconductedscientificstudiesofobservablebehavior.Behaviorpatternsofanorganismcouldbeshapedbyreinforcing,orrewarding,thedesiredresponsetotheenvironment.Theresultofbehavioristperspectiveistheemergenceofprogrammedinstruction,atechniqueofleadingalearnerthroughaseriesofinstructionalstepstoadesiredlevelofperformance.

Howtoevaluatethebehavioristperspective?Theyrelysolelyonobservablebehavior,andrefusetospeculateonwhatgoesoninternallywhenlearningtakesplace.Asaresult,behaviorismhaslimitedapplicationindesigninginstructionforhigher-levelskills.(2)CognitivistPerspectiveonLearning

Cognitivepsychologistsexplorethementalprocessesindividualsuseinrespondingtotheirenvironment,includinghowpeoplereceive,process,andmanipulateinformation.Cognitivismdealswithhowpeoplethink,solveproblems,andmakedecisions.

Howtoevaluatethecognitiveperspective?Cognitivisthaveabroaderperceptionoflearningthanheldbybehaviorists:studentsarelessdependentontheguidinghandoftheteacherandrelymoreontheirowncognitivestrategiesinusingavailablelearningresources.(3)ConstructivistPerspectiveonLearning

Constructivistemphasizethatlearnerscreatetheirowninterpretationsoftheworldofinformation.Theroleofinstructionisnottodispensefactsbuttoprovidestudentswithwaystoassembleknowledge.So,weusuallysaythatlearningoccursmosteffectivelywhenstudentsareengagedinauthentictasksthatrelatetomeaningfulcontexts-learningbydoing.(4)Social-PsychologicalPerspectivesonLearning

Social-Psychologistslookattheeffectsofthesocialorganizationoftheclassroomonlearning.Forexample,whatisthegroupstructureinclassroom?Asmallgrouplearning,independentstudy,ortheclassasawhole?1.3.ApproachestoLearning--Instruction

Instructionisthearrangementofinformationandtheenvironmenttofacilitatelearning.Thismaybedonebythelearnerorinstructor.

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Behaviorists:(1)specifybehavioralobjectives,(2)thenlimitinstructiontowhateverisnecessarytomasterthoseobjectives.Thisapproachhasbeenverysuccessfulinteachingbasicskillsandknowledge.

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Cognitivistdonotlimittheirdefinitionoflearningtoobservablebehavior.Theybelievethatlearnerslearnmorethanisexpressedinimmediatebehaviors.

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Constructivistsprovidearichenvironmentandallowlearnerstocreatetheirownexperience.1.4FindingaMiddleGround

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Activeparticipation:Effectivelearninghappenswhenstudentsareactivelyengagedinmeaningfultasks,interactingwiththecontent;

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Practice:Newlearningrequiresmorethanoneexposuretotakeroot;practice,especiallyinvaryingcontexts,improvesretentionrateandtheabilitytoapplythenewknowledge,skill,orattitude;

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Individualdifferences:Learnersvaryintermsofpersonality,generalaptitude,knowledgeofasubject,andmanyotherfactors;effectivemethodsallowindividualstoprogressatdifferentrates,coverdifferentmaterials,andevenparticipateindifferentactivities;

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Feedback:Learnersneedtoknowiftheirthinkingisontrack;

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Realisticcontexts:Rotelearningleadsto“inertknowledge”-weknowsomethingbutneverapplyittoreallife;

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Socialinteraction：Fellowhumansservingastutorsorpeergroupmemberscanprovideanumberofpedagogicalaswellassocialsupports.1.5APhilosophicalPerspectiveonLearningA:Acollegelecturewithlittleornotinteractionbetweentheprofessorandthestudents-lowintechnologyandlowinhumanism;B:computer-basedlessons—lowinhumanismandhighintechnology;C:SimilartosampleB;D:Agroupmeetsonaregularbasistodiscusscommonreadingassignments—lowintechnologyandhighinhumanism.第一单元技术、媒体与学习Technology,MediaandLearning内容解析2.Media（媒体）2.1Thedefinitionofmedia

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Amediaisameansofcommunicationandsourceofinformation.DerivedfromtheLatinwordmeaning“between”,thetermreferstoanythingthatcarriesinformationbetweenasourceandareceiver.Thepurposeofmediaistofacilitatecommunicationandlearning.

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InstructionalMedia:whenmediaprovidemessageswithaninstructionalpurpose,theyareconsideredinstructionalmedia.2.2Sixbasictypesofmedia

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Text:it’sthemostcommonlyusedmedium.Textisaalphanumericcharactersthatmaybedisplayedinanyformats—book,chalkboard,computerscreen……

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Audio:includesanythingyoucanhere—aperson’svoice,music,mechanicalsound,noise……

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Visuals:includesdiagramsonachalkboard,photographs,graphicsinabook,cartoons……

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Motionmedia:mediathatshowmotion,includingvideotape,animation……

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Manipulative:threedimensionalandcanbetouchedandhandledbystudents

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People:thesemaybeteachers,students,orsubject-matterexperts.2.3Theconcrete-abstractcontinuum

Instructionalmediathatincorporateconcreteexperienceshelpstudentsintegratepriorexperienceandthusfacilitatelearningofabstractconcepts.Dale'sconeofexperience3.Technology（技术）3.1Whatistechnology?

从单纯的硬件到解决问题的具体方法，都可以称为技术。

“Thesystematicapplicationofscientificorotherorganizedknowledgetopracticaltasks.”（Galbraith，1967，p.12）Whentechnologyreferstoprocessestoenhancelearning,wewillcalltheminstructionalsystems.3.2Instructionaltechnology

1994年，美国教育传播与技术协会（AECT）把教育技术定义为：“教学技术是设计、开发、利用、管理和评估教学过程和教学资源的理论与实践”（Seels&Richry，1994，p.9）

当我们提起“教学技术”这个术语的时候，我们指的是计算机、远程学习硬件系统和国际互联网这样的技术“产品”。4．TheRolesofTechnologyandMediainLearning

Therearetwotypesinstructioninourlife,theoneisthatinstructionmaybedependentonthepresenceofateacher(instructor-directedlearning);andtheotheristhatinstructionmaynotrequireateacher,thistypeusuallybecalledasself-instruction.4.1Therolesoftechnologyandmediaininstructor-directedlearning

Acommonuseoftechnologyandmediainaninstructionalsituationisforsupplementalsupportofthe“live”instructorintheclassroom.Andtheireffectivenessdependsontheinstructor.课堂教学中，技术和媒体常见的作用是辅助教师教学。设计适当的教学媒体可以提高和促进学习，支持教师的教学。但是使用的结果主要取决于教师。

Researchhaslongindicatedtheimportanceoftheinstructor’sroleineffectiveuseofinstructionalmedia.(Wittich&Fowlkes,1946);

Laterresearchconfirmedandexpandedontheseoriginalfindings.Forexample,theadvanceorganizers,Dale’sconeofexperience,andsoon.4.2Therolesoftechnologyandmediainlearner-directedlearning

Technologyandmediacanalsobeusedeffectivelyinformaleducationsituationswhereateacherisnotavailableorisworkingwithotherstudents.Forexample,thecooperativelearning.Butpleasepayattentionthatthisisnotsaythatinstructionaltechnologycanorshouldreplacetheteacher,butratherthatmediacanhelpteachersbecomecreativemanagersofthelearningexperienceinsteadofmerelydispensersofinformation.

Mediaareoften“packaged”forthepurpose:objectivesarelisted,guidanceinachievingobjectivesisgiven,materialsareassembled,andself-evaluationguidelinesareprovided.在这种情况下，教学媒体通常是一个教学“包”，其中包括：教学目标、学习指导、学习材料和自测指南等内容。

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协作学习是一个与自我学习密切相关的概念。当学生通过小组合作，或者与教师合作完成学习任务时，他们承担了更多的学习责任；

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类似超媒体这样的新技术鼓励学生依靠自己的认知策略自学；

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基于超媒体的协作学习能够增加学生之间的交流，讨论和分享彼此之间的观点；

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采用自学材料，使教师有更多的时间判断和纠正学生的错误，为学生提供个别学习指导，增加小组教学和一对一教学的时间。(1)Portfolio①Definition:Aportfolioisacollectionofstudentworkthatillustratesgrowthoveraperiodoftime.Portfoliosoftenincludesomeartifacts,forexample,writtendocuments,mediapresentations,audiorecordings,videorecordings,computermultimediaprojects,andsoon.档案袋是学生作品集，描述了学生在一段时间内的成长。档案袋中通常包括学生制作的带插图的书、视频作品和计算机多媒体方案。将档案袋的概念引入到学校教育的核心目标是以多媒体形式为中介，让学生展示自己对一个学科主题的理解程度，以及他们使用媒体展示自己观点的能力。②Portfoliomightcontainthefollowingartifacts:

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Writtendocumentssuchaspoems,stories,orresearchpapers;

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Mediapresentations,suchasslidesetsorphotoessays;

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Audiorecordingsofdebates,paneldiscussions,ororalpresentations;

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Videorecordingsofstudent’sathletic,musical,ordancingskills;

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Computermultimediaprojectsincorporatingprint,data,graphics,andmovingimages.计算机多媒体，包括印刷文字、数据、图形和动态图画等。③Portfolioallowsstudentstodothefollowing:

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Gather,organize,andshareinformation;

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Analyzerelationship;分析主题之间的联系；

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Testhypotheses;检验假定、假设

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Communicatetheresultseffectively;

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Recordavarietyofperformance;记录大量的行为表现

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Reflectontheirlearningandactivities;反思学习和活动

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Emphasizetheirgoals,outcomes,andpriorities;强调目标、结果和优先权？

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Demonstratetheircreativityandpersonality.展示他们的创造性和个性。④Howtodesignaportfolio?⑤Portfolioande-portfolio

First,creatinge-portfoliocanexpandthesizeoftheaudiencetoincludeotherteachers,principals,parents,andstudents;second,storagespaceisantherbenefit;Third,navigation.(2)ThematicInstruction①Definition:Manyteachersarenoworganizingtheirinstructionaroundtopicsoranchors;thisisknownasthematicinstruction.目前，很多教师围绕一个主题或者“锚”来组织教学，这样的教学成为主题教学。特别是在小学，教师把不同学科的知识和技能组合在一起，设计教学活动；在初中，来自不同学科的教师组成工作小组，一起工作，对相关或重叠的教学内容进行统一设计。②Whatisagoodthematic?

Agoodthematicmustcaptureandholdstudent’sattention,provideproblem-solvingexperiences,supportinterdisciplinary各学科间的activities,andincludeavarietyofmediaandtechnology.Youcanbegintheunitwitha“sharedexperience”byhavingallstudentsreadthesamebook,viewavideotape,participateinasimulation,orhearaguestspeaker.Thenmoveto“sharedexperience”throughwhichstudentscooperatetogatherdataandinformation,analyzetheirfindings,drawconclusions,prepareagroupreport,andsharetheirresultsinamediatedpresentation.一个好的主题必须紧紧抓住学生的注意力，为他们提供问题求解的经历，支持交叉学科活动，含有多样的媒体和技术。在教学中，教师可以在开始时引导学生通过读书、看录像、参加模拟游戏、参观博物馆或者听报告等方式，培养“共同经验（Sharedexperience）”，然后过渡到“分享技能（SharedExpertise）”，学生们合作完成收集数据和信息、分析数据、得出结论、准备小组报告，通过演示，与大家分享研究成果。(3)Distanceeducation

Thedistinguishingcharacteristicofdistanceeducationistheseparationoftheinstructionalteamandstudentsduringlearning,asaconsequence,thecoursecontentmustbedeliveredbyinstructionalmedia.

第一单元技术、媒体与学习Technology,MediaandLearning内容解析5．Methods（方法）

Methodsaretheproceduresofinstructionselectedtohelplearnersachievetheobjectivesortointernalizethecontentormessage.Wehavedividedthevariousmethodsintotwocategories:studentscontrolanddirect&teachersassumethemajorrole.5.1Student-DirectedMethods（1）Discussion：Asamethods,discussioninvolvestheexchangeofideasandopinionsamongstudentsoramongstudentsandteacher.Itcanbeusedatanystageofinstructionandlearning,andinsmallorlargegroups.(2)CooperativeLearning:Agrowingbodyofresearchsupportstheclaimthatstudentslearnfromeachotherwhentheyworkonprojectsasateam(Slavin,1989-1990;Harris,1998).(3)Gaming:Gamingprovidesaplayfulenvironmentinwhichlearnersfollowprescribedrulesastheystrivetoattainachallenginggoal.Itisahighlymotivatingtechnique,especiallyfortediousandrepetitiveconte