摘要
在混合教学模式中,线上学习环节因其媒介特征表现出碎片化属性,这一属性既带来学习灵活性和学生自主控制学习过程的优势,同时也存在简化和碎片化知识结构的缺陷。利用互联网的交互性功能,以及保证一定的线上学习时间能够处于一个受监督的实体性场域中,教师能够积极干预学生的线上学习过程。教师用系统性的问题序列帮助学生在不断追问的过程和解决问题的实践中,梳理知识脉络并培养线性逻辑,同时也能利用大数据分析,对学生的学习反馈进行认知诊断,培养学生将碎片化知识整合进知识系统中的能力。
In the mixed teaching model,online learning shows fragmented attributes due to their media characteristics.This attribute not only brings about the advantages of learning flexibility and students'autonomous control of the learning process,but also has the disadvantage of simplifying and fragmenting the knowledge structure.Using the interactive features of the Internet and ensuring that certain online learning time can be in a supervised physical field,teachers can actively interfere with the student's online learning process.Teachers use systematic problem sequences to help students summarize knowledge and cultivate linear logic in the process of continuous inquiry and problem-solving practice.At the same time,teachers can also use big data analysis to make cognitive diagnosis of students'learning feedback,and train students to integrate fragmented knowledge into the knowledge system.
作者
王妍
WANG Yan(School of Literature,Hefei Normal University,Hefei,Anhui,230601)
出处
《贵州师范学院学报》
2019年第12期46-50,共5页
Journal of Guizhou Education University
基金
2019年度校级质量工程项目“线上线下混合式一流课程《网络与新媒体概论》”(2019ylkc18)阶段性成果。
关键词
碎片化
认知诊断
干预
整合
fragmentation
cognitive diagnosis
intervention
integration
作者简介
王妍(1990-),女,安徽宣城人,博士,合肥师范学院文学院讲师,研究方向:媒介文化。
