摘要
IP资源在西部农村中小学教学应用时出现的问题主要有两点:一是教师缺乏对IP资源的二次创作能力,二是教师在将IP资源与课堂的学习活动进行整合时存在问题。针对以上两个问题,本文系统论述了对IP资源进行二次创作的方法,以及如何在课堂学习活动中选用和组织IP资源的策略,以期对使用IP资源的中小学教师有所帮助。
At the moment, for teaching in rural primary and secondary schools of our country, there are two major issues existed for application of IP resources. One issue is that the teachers lack in the second-time creative capability for IP resources and another is that the teachers have difficulties in integrate IP resources with classroom learning activities. Addressing the above-mentioned issues, this article first narrated the method of the second-time creation for IP resources: To pick up multi-media factors of IP resources first, and then integrate by utilizing courseware production tools. The article further proposed three principles to select IP resources in learning activities: The principle of adaptation, which refers to adaptation between learning resources and learning activities, between resource demonstration way and students cognitive features; the principle of elasticity, which refers to supporting learners to join in learning activities through multiple ways and conduct learning in various situation; the principle of varieties, which means that in the light of different learning models and subject features to assure multiple resources to be demonstrated. At the end of this article, the authors expounded on some concrete selective methods for IP resources in induction segment, learning segment and evaluation segment in the light of different phases of learning activities. They mainly discussed the way to select IP resources addressing to different learning activities in learning segment of student-focus.
出处
《中国远程教育》
CSSCI
北大核心
2006年第03S期57-59,共3页
Chinese Journal of Distance Education
基金
中加合作“加强中国西部基础教育能力项目”比较性研究课题的子课题“IP资源在教学中的应用研究”的成果之二.
