“管弦乐课堂”教学理念的CSCL教学设计原理探析被引量：2

The Design of Classroom Orchestration in CSCL Environments

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摘要 "管弦乐课堂"是将CSCL教学比做管弦乐队演出的隐喻,旨在协调影响教学的各种因素,优化课堂教学。"管弦乐课堂"的主体思想是将教学设计与即兴发挥相结合,强调教学是一种创造性的活动,强调给协作性互动提供充足的空间,强调教师教学灵活性对学生创造力发展的意义。"管弦乐课堂"的设计与实施模式可以从设计与计划、调节与管理、适应与干预、感知与评价、教师与学习者的角色、实用性与可行性、调整与协同、模式提炼与理论提升八大要素入手。这种模式具有较强的可操作性,对CSCL课堂教学设计的启示在于:在教师角色方面,应赋予教师权力实时监控课堂,灵活支配整个教学系统;在课堂环境方面,应关注现实存在的物理教学环境,关注教师和学生的位置移动、目光交流和空间距离;在可操作性方面,应充分考虑教师和学生的精力投入,尽量降低技术工具给教学和师生带来的复杂性和负担。 The metaphor of ＂classroom orchestration＂ compares the teaching in CSCL classroom to theperformance of an orchestra. It aims to coordinate various factors affecting teaching and learning, and optimizeclassroom teaching. The main theme of ＂classroom orchestration＂ combining teaching design and improvisationemphasizes that teaching is a creative work, teachers should leave enough space for collaborative interaction, andthe teacher＇s flexibility is of great importance to students＇ creativity. The design and implementation mode of＂classroom orchestration＂ can consider the eight elements, namely design/planning, regulation/management,adaptation/flexibility/intervention, awareness/assessment, roles of the teacher and students, pragmatism/practice,alignment/synergy, models/theories. As a practical way, ＂classroom orchestration＂ provides such implications for ourteaching design： teachers should play a more powerful role, monitoring classroom flexibly; physical environment ofthe classroom should be designed deliberately, focusing on the teacher and students＇ movements, eye contacts anddistance between them; instructional design should be practical, taking efforts payed by the teacher and studentsinto consideration, to lessen the complexity and burden brought by technology to the teaching.

作者李芒李岩

机构地区北京师范大学教育学部

出处《现代远程教育研究》 CSSCI 2016年第2期45-52,共8页 Modern Distance Education Research

基金教育部人文社会科学规划基金项目"基于交互式电子白板多元互动课堂的教学策略重构"(13YJA880040)

关键词 “管弦乐课堂” CSCL 教学设计框架模式应用实例原理分析＂Classroom Orchestration＂ CSCL Instructional Design Framework Application Case PrincipleAnalysis

分类号 G434 [文化科学—教育技术学]

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