以教学活动为核心的研究性学习环境设计

The Design of a Research-Based Learning Environment with Teaching Activities as its Core

研究性学习环境的教学设计应该充分考虑教学活动的社会文化属性,将传统教学设计方法中关注行为表现的各种分析和设计技术,与活动理论关注真实教学情境脉络的分析与设计思路结合起来。本文在剖析研究性教学模式的基础上,从教学活动的角度出发探索研究性学习环境的设计思路,并力图使教学活动的设计、知识的传递与接受设计、教学模式和教学策略的设计共同融入到研究性学习环境的设计之中。

In the design of an environment for research-based learning (RBL), social and cultural factors should be given due attention. Behavioral attributes, a key element in the traditional instructional design theory, and an authentic learning context, which is often emphasized in activity learning theory, should be fully integrated to ensure effective knowledge transmission. This paper provides a defined flowchart for the design of such an environment: (1) to formulate the target and the objects in the process of RBL; (2) to decompose the components in a RBL system; (3) to locate the various sub-systems involved; and (4) to analyze the elements of research-based teaching activities. The outcome of this process can be used to select and design learning activities. If learning activities are well designed, students can work together and interact. The cognitive tools involved are will be varied and easily accessible. T, and the criteria for assessment are will be also clear and transparent. Various kinds of lWhile in a traditional model learning materials are included in a RBL environment. These materials are usually used for knowledge transmission in a traditional model. However, in a RBL environment, these materials are utilized to support the learning context. These materials can, enhance enhancing the structure and content of RBL. Before these materials can be effectively designed, however, one should needs to carefully study the goals, contents and learners in a RBL episode. Other supporting learning resources should also be provided.