摘要
本文首先从研究性学习对社会的价值、对学习者的价值、对教育自身的价值等几方面进行了研究性学习价值定位分析,进而探索了研究性学习在远程教育中的价值实现模式,并对其绩效标准作了分析和设计。
This paper first examines the three types of educational value which can be gained through Research-Based Learning (RBL)-(1) value to society: RBL allows the integration of theory and practice and it can be viewed as an experimental process in which scientific knowledge is transformed into productivity; (2) value to learners: With RBL, the ability of learners to acquire information, apply knowledge and become innovative and autonomous can be enhanced; and (3) value to learning process: RBL can promote reform in the philosophy of education, and hence learning activities can become more innovative and diverse. A new form of quality education with IT at its core can thus be achieved. In the second part, this author analyzes the model through which the values of RBL can be realized. The elements in the RBL model include resources, technology and organization. For the learning activities, students can work on surveys, experiments and analyses, individually or in groups, with the assistance of tutors. The learning outcome can be used in actual work and shared among learning partners. Finally this author puts forward a number of criteria for the evaluation of the effectiveness of RBL. These might include: To what extent are the learning goals achieved? How are the resources allocated in the learning process? How effectively are the learning activities arranged?
出处
《中国远程教育》
北大核心
2004年第04S期33-35,39,共4页
Chinese Journal of Distance Education
