“互联网+”时代高校教学的双生逻辑与三维结果

Twin Logic and Three Dimensional Resultsof the College Teaching in the “ Internet + ” Era

"互联网+"概念的提出,推动着高校教学跨入全新时代。"互联网+"教学内涵两条核心的逻辑主线是教学资源碎片化以及教学重构。碎片化是其外在逻辑标识,隐含参与者至上、内容为王、平台立基以及工具为辅的关联;重构是其内在逻辑诉求,是基于教育数据、依托学习分析技术对教学设计、教学实施流程、教学评价重新定位。"互联网+"教学实则是通过整合优质碎片化资源,以加的形式达成计算、时间以及认知层面的三重减法结果。

Putting forward the ＂Internet ＋＂ promoted the reform of college teaching into a new era. There were two core logical mainlines in the ＂Internet ＋ ＂ teaching. One of them was the fragmentation of teaching resources while the another was the restructuring of teaching. The fragmentation was its external logical identifier by disentangling it from several implicit associations （participants were the most important, the content was the key component, the plat- form was the basis, and the tools were auxiliary respectively）. The restructuring was the inner logical demands, which shouldbe based on the educational data, use the learning analysis to re-position the teaching design, teaching process and teaching evaluation. In fact, according to integrating the high-quality and fractional resource, what the ＂Internet ＋ ＂ teaching wanted to achieve was getting the subtraction results with additive form on the calculation,time,and cognitive level.