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促进教育理论与实践结合的教育设计研究——以河流城市为案例的分析 被引量：1

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摘要 本文论述了教育设计研究的解决现实问题与发展理论相结合、设计与研究并重、干预与迭代交互、研究共同体与方法的综合等方法论特征,介绍了设计研究案例河流城市,为教育研究人员促进教育理论研究与实践的结合及具体运用设计研究提供借鉴与启示。
作者 张倩苇 张笑欢
机构地区 华南师范大学教育信息技术学院
出处 《中国电化教育》 CSSCI 北大核心 2008年第9期12-16,共5页 China Educational Technology
基金 教育部人文社会科学研究2006年度一般项目"教育技术与课程发展的理论与实践研究"(项目编号:06JA880031)的研究成果之一
关键词 设计研究 设计 迭代 理论 实践
分类号 G434 [文化科学—教育技术学]
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参考文献7

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二级参考文献26

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共引文献19

同被引文献20

  • 1王佑镁.网络课程开发的参与式教学设计策略[J].开放教育研究,2006,12(2):63-65. 被引量：4
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  • 3Bovill, C. , Cook-Sather, A. , Felten, F. (2011). Students as co-creators of teaching approaches, course design, and curricula: implica- tions for academic developers [ J ]. International Journal for Academic De- velopment,16(2) : 133-145.
  • 4Craig, D. (2005). Participatory design in instructional technolo- gy [OL]. http://www, danielcraig, com/indiana,/documents/Quals% 20Question3 % 20Participatory% 20Design. doc.
  • 5威廉姆·E·多尔(2000).后现代课程观[M].上海:华东师范大学出版社.
  • 6李海英(2006).协商课程研究[D].上海:华东师范大学博士研究生学位论文.
  • 7Marsh, C.J. ( 1972 ). Perspectives : Key concepts for under- standing curriculum[M]. London: The Falmer Press.
  • 8Mihans, R. , Long, D. , & Felten, P. (2008). Power and expert- ise: Student-faculty collaboration in course design and the scholarship of teaching and learning [ J ]. International Journal for the Scholarship of Teaching and Learning,2(2) :1-9.
  • 9汪霞(2002).课程研究:从现代到后现代[D].上海:华东师范大学博士研究生学位论文.
  • 10Willis,J. ,& Wright,K. E. (2000). A general set of proce- dures for constructivist instructional design: The new r2d2 model [ J ]. Ed- ucational Technology,40 ( 2 ) :5-20.

引证文献1

中国电化教育
2008年 第9期

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