中英项目中课程设计思路简介.ppt

中英项目中课程设计思路简介Brief introduction to the general ideas underpinning the course design for the e-China project －－北师大继续教育与教师培训学院 王彦平 BNU Wang Yanping 2005年3月13日 2005/03/13 概述 Outline 一、该课程设计的理论依据 二、该课程设计思路 三、给学员在学习过程中的建议 1. Theoretical assumptions underpinning the course design 2. Rationale for the course design 3. Helpful suggestions for learning Theoretical assumptions underpinning the course design Constructivist learning theory 建构主义认为，知识不是通过教师传授得到的，而是学习者在一定的情境即社会文化背景下，借助其他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式获得的。 This theory posits that knowledge does not exist independently in the world, but is actively constructed by learners both individually and via interaction with others (peers and e-tutors). In this context knowledge construction takes place within the realm of the content of the materials, problem-based tasks and assignments, and is elaborated on through discussion and collaboration with other members of the learning community. Theoretical assumptions underpinning the course design Constructivism learning theory 建构主义提倡在教师指导下的、以学习者为中心的学习，也就是说，既强调学习者的认知主体作用，又不忽视教师的指导作用，教师是意义建构的帮助者、促进者，而不是知识的传授者与灌输者。学生是信息加工的主体、是意义的主动建构者，而不是外部刺激的被动接受者和被灌输的对象。 Constructivism calls for student-centered, teacher-guiding learning. Constructivism emphasizes the learner’s cognizing role and the use of pre-existing knowledge in the construction of new meanings and understanding. Learners actively construct meaning for themselves and are not passive receptacles for information. The e-tutor’s role is one of facilitation to promote learning. Theoretical assumptions underpinning the course design Constructivist learning theory Using methods of enquiry to construct knowledge Private activity whereby learners interact with learning materials, process and analyze information, draw on prior experiences and knowledge, and construct meanings. Social activity between learners and tutors facilitates learning. Theoretical assumptions underpinning the course design 该课程的学员特点分析－－在