摘要
实践是理论的基础,理论反过来用于指导实践。教育技术专业的本科生,由于没有实际的教学体验,使其对相关理论的理解存在较大的困难。为改变学生被动接受知识的情况,笔者在《教育传播学》、《教学设计》、《学与教的理论》这三门教育技术理论课程的教学中应用现代教学设计理论对其教学过程进行了整体的设计;从教学形式、方法、信息的呈现、程序的安排上给予改革;改革后的理论课程教学的最大特点是:通过实例引导、协作学习、问题探讨、实践活动等教学过程,学生在自主学习、协作学习及创造性的实践活动中,既积累了相关的教学体验,又对相关理论有了较深的理解;学生在每次实践活动后都有自己创造性的实践作品,体会到了创造性学习的乐趣;学习评价更为具体;学生锻炼了各种能力,实现了教学的多层次目标。
The practice is the base of theory, on the contrary, the theory is used to direct the practice. It is rather difficult for undergraduates of Educational Technology to understand the theory of Educational Technology theory because they have little teaching experience. In order to change the condition that students passively require knowledge, the author pays good attention to the whole design in 《Educational Communication》,《Instructional Design》,《Theory of Teaching and Learning》:first giving examples,then theory studying, practical activities and learning appraisal; reforming several aspects of teaching form, method, the way of taking information and program. After the reform of the theory curriculums teaching the notable characteristics are as follows:students have teaching experiences and deeply understand the theory of teaching design from practical activities, convert their experiment activities into production, which makes study appraisal more concrete,also trains their own ability and has fun in their study. The undergraduate's innovation is trained, and more instructional objectives are accomplished.
出处
《西华师范大学学报（哲学社会科学版）》
2004年第2期119-122,共4页
Journal of China West Normal University:Philosophy & Social Sciences
