摘要
教育技术包括物化和智能化技术,二者在专家水平上的有机结合,将从根本上改变课堂教学现状,成就教师专家化的教育技术服务质量。从理论上看,赋予教育技术以教学专家思维,可以提高教育与技术的耦合质量,精准定位技术服务教育的方式。智力技能按阶段形成理论,为专家缄默性知识的技术化处理提供了支持;情景化分阶段的教学专家技术建构理论,为专家教学智慧和行为模式的技术化奠定了理论基础。从实践路径考察,基于因材施教三维度的异步分层教学法,为专家化教学方式的技术处理提供了研发路径;Moodle平台的封装技术,铺就了专家化技术处理的软件开发之路。只要普通教师根据因材施教原则选择技术模块,学以致用地进行重组创新,就能建构出适合自身教学的专家化教育技术。
Educational technology includes physical and intelligent technology. Combining both in the level of experts will fundamentally change the status of classroom teaching, improve the service quality on educational technical of teachers specialization. Theoretically, given specialist teaching thinking, the quality of educational technology can be improved when coupling education with technology, and its services approach cab be positioned precisely. Specialization of tacit knowledge can be processed technically according to the stage theory of intellectual skills; Specialization of teaching wisdom and behavior model can be laid on the theory of classified handling technology basing on the expert teaching scenarios. Investigation from practice, processing technical of specialization on education pattern can be provided development path based on the asynchronous layered teaching method at the degree of three-dimensional teaching. Software development path of specialization can be founded by encapsulation technology on Moodle platform. Then ordinary teachers can construct their own educational technology as experts as long as they choose and reconstruct technical modules according to the principles of individual aptitude and learn it right.
出处
《中国电化教育》
CSSCI
北大核心
2014年第7期46-50,共5页
China Educational Technology
基金
湛江师范学院博士专项基金项目"e时代教育原理研究与实践"(项目编号:ZW1103)研究成果
关键词
教学专家
专家化技术
普通教师
情景化技术
因材施教
Teaching Experts
Expert Technology
Ordinary Teacher, Scenario Teclmology
Teach Stuttents in Accordance with Their Aptitude
