2007年度上海市黄浦区教育教学研究课题
基于Claroline的混合学习模式的案例研究
课题名称 基于Claroline的混合学习模式的案例研究 课题类别 区级课题 项目编号 Y08020 课题承担人 王文辉 所在单位 上海市第十中学
2009年9月完成
2007年度上海市黄浦区教育教学研究课题
基于Claroline的混合学习模式的案例研究
论 文 摘 要
当网络学习和传统的课堂学习双双遭遇瓶颈时，混合学习理论的适时推出为问题的解决提供了新的方案。它将两者的优势融为一体，同时也实现了资源的混合和教学方式的混合，最大程度上实现了教学的最优化。本课题试图借助开源教学平台Claroline，通过具体案例的实践与分析，探讨混合学习模式在实际课程的应用价值。
本课题的研究价值在于：（1）是开源程序Claroline在教学中的一次应用，有利于开源软件在我国的应用和发展；（2）是混合学习理论在教学实践中的一次探索，对完善混合学习理论有着积极的意义；（3）本课题积累的案例对于一线教师如何在实际课堂中进行混合学习的教学设计有着指导作用；（4）为课程整合提供了重要的参考；（5）是信息技术在教育教学领域的新探索。
本课题的研究内容主要有：（1）几种常见开源程序的对比研究；（2）基于Claroline的混合学习模式的教学设计方法研究；（3）Claroline在教学上应用的策略研究；（4）基于Claroline的混合学习模式，案例积累的实证研究。
本课题的创新之处主要体现在三个方面：（1）在前人经验的基础上，根据Claroline平台本身的特点，提出了基于Claroline的混合学习基本要素模型；（2）在实践的基础上，提出了混合学习教学设计的ASPIRE模式，即将整个过程分成了六个阶段，分别为Analyze（分析）、Select（选择）、Program（规划）、Implement（执行）、Reveal（展示）和Evaluate（评估）；（3）对现下最流行的开源平台进行了对比研究，分析了Blog、Moodle和Claroline三种平台不同的特点以及适合的教育应用领域。
经过两个学期的跟踪和试验，课题取得了初步的效果。实践证明，利用课廊（Claroline）平台来实施混合学习模式，具有单一教学模式所不能比拟的优越性。课题对提高学生学习的积极性、提升学生的信息素养以及协作互动能力，具有明显的促进作用。
关键词： 混合学习模式，Claroline，开源程序，教学案例，教学设计
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2007年度上海市黄浦区教育教学研究课题
The Case-study of Blended-Learning Patterns , Based on Claroline
ABSTRACT
While nowadays，there are more and more disadvantages appearing in both e-learning and traditional classroom-learning, which prevents them both being carried out fluently and successfully, the introduction of Blended Learning theory has provided a new ideal program to solving the problem, since Blended Learning can combine the advantages of both e-learning and traditional classroom-learning ,blending a variety of resources and teaching methods, meanwhile, to the greatest extent, having the best teaching effect on our students. My project attempts to discuss the value of the application of Blended Learning Patterns in real courses, taking advantage of the application of the teaching source media named “Claroline”, via the practice and analysis of some detailed cases.
The value of my project lies in five aspects. First, Blended Learning is an application of the source program “Claroline” in the real teaching, which contributes to the application and development of the source software in China. Second, it’s also an exploration of Blended Learning Theory in the teaching practice, which is of active significance to developing and improving Blended Learning Theory. Third, the cases, accumulated in the project, can give the teachers at post some helpful guidelines on how to make the teaching designs of Blended-Learning in the real classroom-teaching. Fourth, it supplies some important references for the integration of the course. Fifth, it’s a new exploration of Information Technology in the field of pedagogy as well.
The content of the project mainly consists of four parts. Part one deals with the study of a contrast among several common source programs. And Part Two involves the pedagogy for designing on Blended Learning Patterns, based on Claroline. In Part Three, I focus on the study of the practical teaching strategy on Claroline. And in Part Four, I put forward the positive accumulated case-study of Blended Learning Patterns, based on Claroline.
The creativity of the project exists in three aspects. First, based on the experiences of the predecessors, I make an effort to push forward the fundamental patterns of Blended-Learning, according to its own features of such a platform “Claroline Program”. Second, based on practice, I attempt to propose the pattern of the teaching designs of Blended Learning named ASPIRE, which stands for six stages of the whole process of Blended Learning—“analyze”, “Select”, “program”, “Implement”, and “Evaluate”. Third, I try to make a contrast study on the current fashionable source platforms—“Blog”, “Moodle” and “Claroline”, analyzing their various features and their different application fields in education, which the three different platforms are fit for.
Through the trace and experiments of two terms, the project has made some elementary achievements. As is proved through practice, carrying out Blended
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2007年度上海市黄浦区教育教学研究课题
Learning Pattern via Claroline has the superior advantages to other mono-pedagogy pattern. The project contributes greatly to arousing the learning interest of students, and promoting students’ capability of information collecting and interaction between students.
Key words: Blended Learning Pattern; Claroline; source program; teaching case;
teaching design.
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