摘要
课程数字化学习资源数量的科学、合理设计要求对于课程资源的质量具有很大影响,对于学生的学习水平、学习质量和课程教学目标的实现也具有直接影响。一门课程需要做多少数字化学习资源,这是一个远程教学与课程资源建设领域绕不开的问题。课程数字化学习资源具有素材、准课程和课程等几种形态与时间量、文字量、知识元量、整合量、心理量和课件容量等不同计量类型。设计和制作学习资源要遵循达成课程教学目标、依据课程教学模式、满足课程最低学时、依据心理实验数据、控制认知负荷和课程结构开放设计等几个定量策略,保证课程数字化学习资源建设的科学性、规范性和实用性。
Scientific design on the quantity of digital course resources has great effects on the quality of resources, as well as on the realization of learning competence, learning effect and the implementation of learning objectives. The question that how many digital resources of a course are supposed to develop is inevitably encountered in distance teaching and course resource development. Digital learning resources of a course includes： several learning forms such as material, courses and quasi courses, different measure- ments types such as measurement of time, words, knowledge element, integration, mentality and course capacity. The design and production of learning resources should obey the following quantitative strategies： achieving the teaching objectives, abiding by teaching models, satisfying minimum teaching hours, basing on mental experiment data, controlling cognitive load and opening design of course structure. By these means, the digital learning resources can be constructed scientifically, normatively and practically.
出处
《河北广播电视大学学报》
2017年第1期14-19,共6页
Journal of Hebei Radio & TV University
基金
河北广播电视大学科学研究基金项目重点项目<河北开放大学数字化教育资源建设研究与实践--以心理学课程建设为例>(ZD201409)
关键词
远程教育
课程
数字化
学习资源
定量策略
distance education
course
digitalized
learning resource
quantitative strategy
