王志军;陈丽;

• 1:江南大学教育信息化研究中心
• 2:北京师范大学远程教育研究中心

摘要(Abstract)：

当前,以在线学习为主要表现形式的远程学习,因其能够完整记录学习者的学习参与过程与结果,为更加综合、全面地开展学习评价提供了便利。根据远程学习教学交互层次塔,概念交互是最高水平的交互,是评价深层次学习是否发生的重要指标。不同的学习理论指导下的概念交互和学习评价方式存在很大差异,本研究以三代远程学习教学法所对应的行为-认知主义学习、社会-建构主义学习、联通主义学习为依据,对其基本观点、概念交互特征,以及学习评价的目的、内容、方式和主体展开了逐一的分析与总结,旨在帮助研究者与实践者对远程学习中不同学习理论指导下的教学交互以及基于此开展的学习评价形成相对系统和深入的认识。

关键词(KeyWords)： 在线学习;概念交互;学习评价;教学交互层次塔;学习理论;行为-认知主义学习;社会-建构主义学习;联通主义学习

Abstract:

Keywords:

基金项目(Foundation): 江苏高校哲学社会科学研究项目“开放网络环境中活动导向的混合式教学模式研究”(2015SJD358);; 中央高校基本科研业务费专项资金资助课题“互联网+环境下的理解性学习与认知研究”(2017JDZD07)的资助

作者(Author): 王志军;陈丽;

Email:

DOI: 10.13541/j.cnki.chinade.20171222.008

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• (1)最后建构的模型将创新交互修改为创生交互,见:王志军,陈丽(2015).联通主义学习的教学交互理论模型建构研究[J].开放教育研究.(5):25-34.