摘要
对MOOCs的认识和研究不能局限于坐而论道,尤其要避免用传统课堂教学的经验、概念、思维方式来看待网络课程新时空中的新事物。以当代复杂性科学前沿美国圣塔菲研究所MOOCs为个案,组织跨学科团队开展研究性学习,剖析了网络课程与传统课堂的优势、互补特性及其理论根基,强调必须超越西方近代经典科学单向因果、线性思维方式的局限,以复杂性研究方法论指导MOOCs乃至高等教育研究的重要性。以切身体验说明,教师必须深入其中,成为MOOCs的学习者、体验者、研究者,在三重身份的反思和交流中,才有可能领略其知识观、学习观、课程观、教学观、评价观、管理-服务模式等一系列复杂而深刻的变革。
Understanding and studying MOOCs should not be confined to discuss without doing. Especially, MOOCs, as new things in the internet new time and space, should not be evaluated by the experiences, concepts and thoughts from traditional classroom teaching. As the frontier of complexity science, Santa Fe Institute MOOCs are selected to be studied as a case by organizing an interdisciplinary features and theory foundation of online courses and traditional classroom that the one-way causation and linear way of thinking in the western mode team. The advantages, complementary courses are analyzed. It is emphasized rn classic science should be surpassed, and the complexity science methodology should be used to guide the MOOCs and higher education research. Based on the in-depth experiences, it is underlined that teachers must dive into the MOOCs to be as learners, experiencers, researchers, and reflect and discuss as triple identities, so that the series of complex and profound changes grasped in knowledge, learning, curriculum, teaching, evaluation, management and services can be deeply
出处
《中国高教研究》
CSSCI
北大核心
2014年第7期14-19,共6页
China Higher Education Research
关键词
MOOCs
圣塔菲研究所
复杂性研究
混合教学模式
大学课程研究
高等教育教学改革
MOOCs
Santa Fe Institute
complexity explorer
blended teaching pattern
university courses research
higher education and teaching reform
