远程教育中教学媒体的交互性研究

The Interactivity of Teaching Media in Distance Education

本篇论文重点研究远程教育中教学媒体的交互性,研究的目的是建立一套从教学交互的角度分析媒体交互特性的方法。根据媒体在教学中的不同作用,作者将远程教育中的媒体的交互性分为两类:第一类叫学习资源的交互性;第二类叫教学系统的交互性。学习资源的交互性是媒体能够直接与学生相互作用的某一个或某一些品质;教学系统的交互性是指媒体能够支持人与人之间相互通信与作用的能力和特性。按照交互特性,作者将学习资源分为隐性交互资源和显性交互资源,在此基础上,作者第一次提出了印刷材料具有隐性交互功能的观点,在此基础上,分别分析了印刷教材和计算机课件的交互性。根据教学系统在交互中的主要作用和影响要素,作者进一步提出了教学系统交互性六要素分析模型,并利用该模型对目前常用的教学系统的交互性进行了分析。本文中提出的隐性交互功能的观点,不同于人们对交互性的一般认识。作者正是希望通过对隐性交互功能的提出,给读者一个全面的交互观。用全面的交互观指导学习资源的设计和开发,可以避免片面追求外显行为交互,忽略学习资源教学性的失误。作者希望教学系统交互性六要素分析模型,可以为读者分析各种教学系统交互性提供方法框架。同时,也希望本篇中关于教学系统交互性的分析结果。

This paper examines the interactivity of teaching media in distance education. The interactive features of media are viewed from the perspective of teaching interactivity. According to the different functions of media in teaching, the author of this paper distinguishes two types of interactivity in distance education media: (1) the interactivity of learning resources, which refers to the fact that the quality or qualities of a medium can interact directly with students; and (2) the interactivity of teaching system, which refers to the fact that a medium can support interpersonal communication and collaboration. With reference to their features of interaction, learning resources can be divided into ones with 'implicit' or 'explicit' features of interaction. This author points out that printed materials can have 'implicit' features of interaction and then analyzes the interactivity of printed materials and computer coursewares along this line. A six-element analytical model for interactivity in teaching systems is also put forward. The implicit interactive functions raised in this paper are different from a commonsensical view of these functions. The author believes that this is a more comprehensive view of interactivity and that this view can be used to guide the design and development of learning resources. The adoption of such a view can prevent the over-explicitness of interactive behaviors and make learning resources more educationally oriented. It is hoped that this analytical model can be used as a framework for analyzing different kinds of interactivity in the teaching system and that educators can hence have a better understanding of the interactivity of different media.