从“使学习真正发生”到“使学习达到目标”——远程教育中的学术性支持误区辨析

远程教育中的学习支持服务可分为"非学术性支持"与"学术性支持"两大类。如果说非学术性支持的目的是"让学习真正发生",那么"学术性支持"则是在"学习发生"的基础上"使学习达到既定的目标"。与渐趋成熟的"非学术性支持"相比,"学术性支持"的实践工作尚处于初级发展阶段。助学教师在面向学习内容开展学术性支持时存在着面授时不关注课程整体的系统性、导入过多资源或自立课程线索、倾向应动助学而忽视主动助学等误区;在面向学习活动开展学术性支持时,存在着交流渠道越多越好、将互动交流当作目的、互动交流止于"敞现"等误区;在面向学习评价开展学术性支持时,存在着评价"一刀切"、互动交流部分无法评价、助学教师包揽所有评价等误区。这些误区的背后正折射出助学教师对远程培训特点的不理解。

University Organic Chemistry Education Technological innovation

the paper discusses the advantage and disadvantage of organic chemistry teaching mode of multimedia auxiliary university compared with traditional teaching mode. And combined with the author＇ s teaching practice the paper sums up that the multimedia technology shall be used as the auxiliary method of traditional teaching to optimize classroom teaching, improve the classroom efficiency and reflect the true value of the multimedia auxiliary teaching.