期刊文献+

教学设计的专家知识及其发展模型初探 被引量:5

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摘要 教学兼具科学与艺术的双重特性,因此,作为其组成部分之教学设计也在规则与创造、理性与直觉、科学与艺术的张力中显现着独特的魅力。教学设计专家在设计的产品、设计实践以及教学的问题解决等方面共享着若干重要特征,以这些特征为基础,探究新手设计者向专家设计者的转变与发展之路,对于教师的专业发展无疑具有重要的启示及借鉴意义。
作者 吕林海
出处 《中国电化教育》 CSSCI 北大核心 2007年第4期16-19,共4页 China Educational Technology
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参考文献7

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同被引文献48

  • 1赵国庆,陆志坚.“概念图”与“思维导图”辨析[J].中国电化教育,2004(8):42-45. 被引量:304
  • 2赵国庆,黄荣怀,陆志坚.知识可视化的理论与方法[J].开放教育研究,2005,11(1):23-27. 被引量:382
  • 3杜玉霞,徐福荫.网络教师的能力及其发展研究[J].电化教育研究,2007,28(2):28-31. 被引量:13
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  • 6Coffey, J. W, ,Hoffman, R. R. , Canas, A. J. ,& Kenneth, M. F. (2002). A concept map-based knowledge modeling approach to expert knowledge sharing, IKS 2002- The IASTED International Conference on Information and Knowledge Sharing[ DB/OL ]. http://www, ihmc. us/ users/acanas/Publications/IKS2002/IKS, htm.
  • 7Coffey, J. W. ,Eskridge, T. ,&Sanchez,D. (2004). A case study in knowledge elicitation for institute memory preservation using Concept Maps. First Int Conference on Concept Mapping in 2004.
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