论文标题:网络大学生特征在网络课程设计中的应用研究
The Research on Applications of On-Line College Student"s Characteristic in Web-based Curriculum Designing
论文作者 陈剑光
论文导师 杨贯中,论文学位 硕士,论文专业 高等教育学
论文单位 湖南大学,点击次数 346,论文页数 59页File Size3112k
2004-05-27论文网 http://www.lw23.com/lunwen_2874782/ 网络大学生;学习者特征;学习风格;网络课程设计
Online college student;Learner"s characteristic;Learning styles;Online curriculum design
高等教育领域是我国目前网络教育应用的主要领域之一，对网络大学生的特征分析得不够将直接影响到网络课程设计的科学合理性，进而影响学习者的学习效果。因此，对网络课程设计来说，学习者分析是基础性的工作，只有将网络大学生的特征同网络课程设计有机地结合，将学习者特征分析结果真正纳入到课程设计当中去，才能真正体现和发挥学习者的中心主体作用。分析网络大学生的特征包括三个方面：学习者初始能力的分析；学习者一般特征的分析；学习者学习风格的分析。比较准确地确定网络大学生的初始能力，有助于合理地安排学习内容，可在一定程度上提高学习效率。分析网络大学生的初始能力包括对预备技能、目标技能和态度三个方面的分析，采用”二叉树探索法”和“逐步逼近法”来确定他们的预备技能；采用“层级分析法”来分析他们的目标技能；采用“调查问卷法”来分析他们的态度。网络大学生的初始能力参差不齐，我们在安排学习内容时不能直接从学习起点线来开始，可以稍微从略低的学习起点起步以满足大多数学习者。网络大学生思维发展已基本成熟，一般都是学习目的明确、追求学习效率的学习者。因此网络课程的学习目标要做到明确具体，目标设置采用行为目标取向为宜。调查结果显示，自我提高的内驱力是网络大学生最主要的学习动机，因此要激发学习动机应主要从这一点来设计课程。根据笔者采用自己综合的学习风格调查表进行小规模调查的结果，并参考其他类似调查结果，发现网络大学生的学习风格有如下特点：从接收信息偏好维度来看，网络大学生中动觉型的学习者居多，听觉型次之；从学习方式偏好维度来看，网络大学生多是冲动感觉序列型学习者。因此网络课程设计者进行环境设计和交互设计时可主要从以上学习者类型来考虑，当然也要兼顾其它类型的学习者。
E-Learning in our nation used as a new learning manner mainly materializes in higher education presently that is discussed in this thesis. Inadequate researches in online college student"s characteristic directly affect the curriculum"s scientific nature and then evenly affect the learner"s learning effect. So, Learner"s Characteristic Analysis (LCA) is also the basis of designing web-based curriculum. Only integrating LCA to curriculum design can it fully plays advantages learning online. The online curriculum designer should try to applying students"LCA to web-based curriculum design therefore to improve student"s learning effect. LCA consists of three aspects as below : Initial Ability Analysis; General Characteristic Analysis; Learning Styles Analysis. It is of benefit to arranging learning materials and even enhance the learning effects when determine online college student"s entry abilities accurately, online college student"s entry ability can be analysized from three parts: initial technical ability, object technical ability and attitude . Their initial technical ability can be defined by ways of "Crossed Fork Tree" and " Approach Step by Step", then, we can use "level analysis" to determine their object technical ability and settle attitude with questionair. Online college student"s entry ability differ largely each other ,consequently we shouldn"t arrange learning materials just begin from the "learning starting point "but from little below. Online college student"s thinking are mature and learning purposes are rather clear. So, the curriculum objectives should be definite and concrete. We can adapt "Behavioral Objectives" model when setting the curriculum object. According to survey results, "self-enhance inner driver" is the main learning motivation for online college students, that is why should we take these into count in order to inspire student"s interesting when designing curriculum. Online college students have some characteristics in the aspect of learning style according to survey results carried out by the author with his "synthesized questionair" : most online college students are "Kinesthetic Learners" and "Aural Learner" take the second place when they receive information; for the most part of them are "Active, Sensing, Sequential Learner". So, we should think more about online college student"s characteristics mentioned above when design online curriculum environment and interaction as well as well other learning styles.
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