同步在线教育课程内涵解读与建构启示--基于亚里士多德“四因说”的解读

Connotation Interpretation and Construction Enlightenment of the Synchronous Online Education Course——Based on Aristotle's "Four Causes" theory Interpretation

首先从亚里士多德“四因说”是什么、“四因说”关系是什么、“四因说”能做什么三个维度对亚里士多德“四因说”的思想进行解读;其次,基于亚里士多德“四因说”,从同步在线教育课程的本因(同步在线教育课程的构成要素)、物因(同步在线教育课程的推动力量)、动因(同步在线教育课程形式的源起)、极因(同步在线教育课程的终极目标)四个维度解读同步在线教育课程内涵;最后,从本因启示(课程资源模块的应用生成)、物因启示(多种交互工具的应用整合)、动因启示(师生深层交互的有效融合)、极因启示(师生内在需求的明确表达)四个维度阐释亚里士多德“四因说”对同步在线教育课程建构启示。

The Author firstly interprets"Aristotle Four Causes"theory from three dimensions:definition of"Four Causes"theory,the relationship among the"Four Causes"and functions of the theory.Secondly,based on the theory,the author tries to interpret the connotation of the Synchronous Online Education(SOE)Courses from four dimensions:Essential Cause(the components of the SOE Courses),Material Cause(the driving force of the SOE Courses),Formal Cause(the Effective integration of deep interaction between teachers and students)and Ultimate Cause the ultimate goal of the SOE Courses).Lastly,the author interprets the Construction Enlightenment from four dimensions:the Enlightenment of the Essential Cause(application generation of course resource module),Material Cause(application integration of multiple interactive tools),Formal Cause(effective integration of deep interaction between teachers and students)and Ultimate Cause(clear expression of internal needs of teachers and students).