从MOOC到SPOC:基于伽达默尔视域融合理论的高校混合教学模式研究
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摘要
在教育部实施高校课程改革"双万计划"的背景下,本文从伽达默尔视域融合理论出发探讨了MOOC、SPOC等线上教育主体动机的相互激励和交互关系,研究了MOOC、SPOC、传统课堂三者交互融合的混合教学模式。通过对该模式的构建和完善,有助于我们积极利用MOOC、SPOC等线上教育资源实现对高校课堂教育的反思与突破,找到教与学的最佳契合点。
In the background of implementing the " Shuangwan Plan" of college curriculum reform by the Ministry of Education,this paper,starting from Gadamer's theory of horizon integration,probes into the mutual motivation and interaction of online educational subjects such as MOOC,SPOC,etc.,and studies the mixed teaching model of MOOC,SPOC and traditional classroom. Through the construction and improvement of this model,it is helpful to actively use MOOC,SPOC and other online education resources to realize the reflection and breakthrough of classroom education in colleges and universities,and to find the best combination of teaching and learning.
In the background of implementing the " Shuangwan Plan" of college curriculum reform by the Ministry of Education,this paper,starting from Gadamer's theory of horizon integration,probes into the mutual motivation and interaction of online educational subjects such as MOOC,SPOC,etc.,and studies the mixed teaching model of MOOC,SPOC and traditional classroom. Through the construction and improvement of this model,it is helpful to actively use MOOC,SPOC and other online education resources to realize the reflection and breakthrough of classroom education in colleges and universities,and to find the best combination of teaching and learning.
引文
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[4]汉斯-格奥尔格·伽达默尔.真理与方法:哲学诠释学的基本特征[M].北京:商务印书馆,2007.
[5]吴南中.理解课程:MOOC教学设计的内在逻辑[J].电化教育研究,2015(3):29-33.
[6]王亚男.从“视域融合”看张培基对散文《渐》的英译[J].长沙大学学报,2015(4):107-109.
[7]康叶钦.在线教育的“后MOOC时代”:SPOC解析[J].清华大学教育研究,2014(1):85-93.
[8]聂鹏. MOOCs的教学模式及效果优化研究[J].课程教育研究(学法教法研究),2016(16):141-142.
[9]周佩. SPOC的本土化探索及启示[J].教育与教学研究,2016(5):108-112.
[10]孙海洋.伽达默尔理解的主体性思想探析[J].青岛农业大学学报(社会科学版),2012(2):61-65.
[2]杨学功.传统本体论哲学批判:对马克思哲学变革实质的一种理解[M].北京:人民出版社,2011.
[3]洪汉鼎.理解的真理:解读伽达默尔《真理与方法》[M].济南:山东人民出版社,2001.
[4]汉斯-格奥尔格·伽达默尔.真理与方法:哲学诠释学的基本特征[M].北京:商务印书馆,2007.
[5]吴南中.理解课程:MOOC教学设计的内在逻辑[J].电化教育研究,2015(3):29-33.
[6]王亚男.从“视域融合”看张培基对散文《渐》的英译[J].长沙大学学报,2015(4):107-109.
[7]康叶钦.在线教育的“后MOOC时代”:SPOC解析[J].清华大学教育研究,2014(1):85-93.
[8]聂鹏. MOOCs的教学模式及效果优化研究[J].课程教育研究(学法教法研究),2016(16):141-142.
[9]周佩. SPOC的本土化探索及启示[J].教育与教学研究,2016(5):108-112.
[10]孙海洋.伽达默尔理解的主体性思想探析[J].青岛农业大学学报(社会科学版),2012(2):61-65.