基于网络的语文关键能力个性化诊断及学习表现研究——以文学类文本为例
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摘要
基于网络平台对学生在语文学科文本类阅读这一内容领域的关键能力进行检测和诊断,完整真实记录学生的学习过程表现,引导学生进行文学类文本的个性化学习。学生通过网络在线平台进行自我诊断、自我学习,从而达成自我提升;教师教学要以学生的个性化需求为基础,为学生设立合理的学习目标和任务,设定合适的学习资源供学生自主选定。
Based on the online platform, students' key competencies in the field of textual reading of the Chinese subject will be diagnosed along with recording their learning process performance completely as well. Students can be guided to learn the literary texts personally through the platform. On the one hand, students can diagnose and learn independently through the online platform to improve themselves. On the other hand, teaching should be based on the individual needs of students, set reasonable learning objectives and tasks for students, and provide appropriate learning resources for students to choose independently.
Based on the online platform, students' key competencies in the field of textual reading of the Chinese subject will be diagnosed along with recording their learning process performance completely as well. Students can be guided to learn the literary texts personally through the platform. On the one hand, students can diagnose and learn independently through the online platform to improve themselves. On the other hand, teaching should be based on the individual needs of students, set reasonable learning objectives and tasks for students, and provide appropriate learning resources for students to choose independently.
引文
[1]孙永强.高中语文阅读网络学习空间设计研究[D].长春:东北师范大学, 2015:1.
[2]王磊.学科能力构成及其表现研究:基于学习理解、应用实践与迁移创新导向的多维整合模型[J].教育研究, 2016, 37(9):83-92.
[3] ANDERSON L W, KRATHWOHL D R, BLOOM B S. A Taxonomy for Learning, Teaching, and Assessing:A Revision of Bloom’s Taxonomy of Educational Objectives[M]. New York:Longman, 2001:31.
[4] MAYER R E. Rote versus meaningful learning[J]. Theory into Practice, 2002, 41(4):226-232.
[5]曹晓明,朱勇.学习分析视角下的个性化学习平台研究[J].开放教育研究, 2014, 20(5):67-74.
[6] CORCORAN T, MOSHER F A, ROGAT A. Learning progressions in science:An evidence based approach to reform[EB/OL].(2009-05-01)[2018-09-15]. http://www. cpre. org/learning-progressions-science-evidence-based-approach-reform.
[7] SIMON M A. Reconstructing Mathematics Pedagogy from a Constructivist Perspective[J]. Journal for Research in Mathematics Education, 1995, 26(2):114-145.
[2]王磊.学科能力构成及其表现研究:基于学习理解、应用实践与迁移创新导向的多维整合模型[J].教育研究, 2016, 37(9):83-92.
[3] ANDERSON L W, KRATHWOHL D R, BLOOM B S. A Taxonomy for Learning, Teaching, and Assessing:A Revision of Bloom’s Taxonomy of Educational Objectives[M]. New York:Longman, 2001:31.
[4] MAYER R E. Rote versus meaningful learning[J]. Theory into Practice, 2002, 41(4):226-232.
[5]曹晓明,朱勇.学习分析视角下的个性化学习平台研究[J].开放教育研究, 2014, 20(5):67-74.
[6] CORCORAN T, MOSHER F A, ROGAT A. Learning progressions in science:An evidence based approach to reform[EB/OL].(2009-05-01)[2018-09-15]. http://www. cpre. org/learning-progressions-science-evidence-based-approach-reform.
[7] SIMON M A. Reconstructing Mathematics Pedagogy from a Constructivist Perspective[J]. Journal for Research in Mathematics Education, 1995, 26(2):114-145.