“学生作为课程共同创造者”理念的应用实践——基于“教育技术学研究方法”研究生双语课程的设计研究

Implementation of Students as Co-Creators of Curricula:A Design-based Study on A Bilingual Graduate Course Research Methods in Educational Technology

学生从教育资源的"消费者"转向"创造者"已经成为教育发展的重要趋势。让学生参与创造课程是一种新型的"以学生为中心"的教学理念。本研究以S大学"教育技术学研究方法"研究生双语课程为案例,遵循"设计研究"方法,系统探讨了"学生作为课程共同创造者"的理念在该课程建设中的应用实践。文章以26名参与了2014年秋和20名参与了2015年秋两轮课程的设计、开发、实施、评价与完善过程的学生为被试,收集了他们在备课、在线讨论、课堂实况、问卷调查以及作业等方面的数据,对参与课程建设的不同渠道的特点及效果进行了对比分析。研究发现,"学生作为课程共同创造者"理念的实施应该综合考虑教师、学生、学科、学习环境、课程专家、政策规范、机构支持等内外部限定因素,确定合适的实施层次与范围,结合具体教育环境特征,设计匹配的且多样化的学生参与渠道并根据具体需要共同解决的问题选用恰当的参与渠道;理念实施过程需对实施效果和效率进行持续监控,及时调整渠道支架和参与规范的设计,逐渐构建共同创造型学习环境,并最终促进学习者学习质量的提升。本研究所提出的"学生作为课程共同创造者"理念的实施路径模型期待能够为这一理念的推广提供可行的实践指导。

The change from students-as-consumers to students-as-creators has been a predictable trend in the reform of both K-12 and higher education. Students as Co-Creators of Curricula is a new kind of student-centered pedagogy. This study applied such a pedagogy to the curriculum development of a bilingual graduatecourse: Research Methods in Educational Technology at Normal University. The researchers adopted a design-based research methodology,and traced two cycles of design,development,implementation,evaluation and revision of the curriculum with two classes of year one graduate students in Fall 2014 and Fall 2015. There were totally 46 graduate students who participated in the study. Systematic data collection was done over the entire process that included meeting time of curriculum planning meeting,online discussion records on QQ group platform,pre-and post-surveys,classroom videos,field notes and student assignments. Analysis of the data showed that,firstly,the external and internal restriction factors such as teachers,students,subjects,learning environments,curriculum experts,and policies should be considered thoroughly to select an appropriate implementation level and scope. Secondly,matched and various participation channels should be designed. Thirdly,different participation channels should be organized to solve different types of problems. Finally,implementation effectiveness and efficiency should be continuously monitored and dynamically modified,to gradually construct co-creation based learning environments and finally enhance students' deep learning. The Implementation Approach Model of students as co-creators of curricula generated in this study was expected to provide reliable guidelines for teachers who want to involve students as co-creators of curricula.