期刊文献+

基于微信平台的协作式个性化学习环境构建 被引量:1

Construction of Cooperative Personalized Learning Environment Based on Wechat Platform
下载PDF
导出
摘要 网络技术的发展为个性化学习提供了基础,但过度依赖数字化的个性化学习,会导致学生学习的孤立感。通过研究基于微信平台的个性化学习模型的基本要素,探讨学习中的协作方式,构建了协作式个性化学习环境,实践表明,该环境下下的个性化学习能提高学生的对问题的思考与参与,进而提高学生的学习效率。 The development of network technology provides the basis for personalized learning,but over-reliance on digital personalized learning will lead to students’sense of isolation in learning.By studying the basic elements of personalized learning model based on Wechat platform,this paper explores the cooperative mode in learning,and constructs a cooperative personalized learning environment.Practice shows that personalized learning under this environment can improve students’thinking and participation in problems,and then improve students’learning efficiency.
作者 孙玉荣 黄慧华 SUN Yu-rong;HUANG Hui-hua(College of Science,Central South University of Forestry and Technology,Changsha Hunan 410004,China)
出处 《软件》 2019年第11期94-96,共3页 Software
基金 湖南省教育科学规划课题研究成果(项目编号:XJK014AXX003)
关键词 微信平台 协作 个性化 学习环境 Wechat platform Cooperative mode Personalization Learning environment
  • 相关文献

参考文献9

二级参考文献77

  • 1CELTS-22,网络课程评价标准[S]. 2012.
  • 2Biggs, J. (1996). Assessing learning quality: Reconciling in- stitutional, staff, and educational demands[ J]. Assessment & Evaluation in Higher Education, 21 (5) : 15.
  • 3Brown, J. S. , & Adler, R. P. (2006). Open education, the long tail, and learning 2.0[J]. EDUCAUSE Review, 43( 1 ) : 16-20.
  • 4Brinton, G. C. , Chiang, M. , Jain, S. , Lam, H, Liu, Z. , & Wong, F. M. F. (2013). Learning about social learning in MOOCs: From a statistical analysis to a generative model[ EB/OL]. Cornell. ht- tp ://arxiv. org/abs/1312. 2159.
  • 5Barab, S, Zuiker, S., Warren, S, Hickey, D., Ingram-Gob- le, A, Kwon, E. , Kouper, I, & Herring, S. (2007). Situationally em- bodied curriculum: Relating formalisms and contexts[J]. Science Educa- tion, 91 : 750-782.
  • 6Bates, T. (2012). What's right and what's wrong about Coursera-style MOOCs? [ EB/OL]. [ 2013- 08-04 ] http ://www. tony- bates, ca/2012/OS/O5/whats-right-and-whats-wrong-about-coursera- style-moocs/.
  • 7Cobb, P. , Confrey, J. , Lehrer, R. , & Schauble, L. (2003). Design experiments in educational research[ J]. Educational Researcher, 32(1): 9-13.
  • 8Daniel,J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility [ J ]. Journal of Interactive Media in Edu- cation, ( 3 ) : 1-28.
  • 9Greeno, J. G. (1998). The situativity of knowing, learning, and research [ J ]. American Psychologist ,53 (1) :5-26.
  • 10Hickey, D. T. , Tassoobshirazi, G. , & Cross, D. (2012). Assessment as learning. Erahancing discourse, understanding, and a- chievement in innovative science curricula [ J ]. Journal of Research in Science Teaching, 49: 1240-1270.

共引文献253

同被引文献8

引证文献1

二级引证文献1

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部