VRML在情境化学习中的应用设计
摘要
随着我国教育教学改革的深入,二维平面网络已经不能满足教学的需求。应用3D技术的三维网络正在日新月异的发展着,也给教育领域带来了广泛的影响。
三维网络技术中的重要一类便是VRML虚拟现实技术。目前VRML在我国的教育领域已经获得了广泛的应用,特别是在远程虚拟实验方面已经有许多成型的系统投入了使用,在其他教育教学领域也有部分的研究和探索,然而目前仍缺乏系统化的VRML教育应用研究。依据VRML强大的虚拟现实能力,能构建逼真的虚拟场景并具有交互功能,应该研究其在教育教学中更多的应用功能。
目前情境学习成为新课标的一个重要理念,情境学习致力于研究创设怎样的情境和如何创设情境以达到促进学习的目的。联系到VRML的功能,笔者思索将这二者联系起来,从理论分析和案例设计的角度对VRML在情境化学习中的应用方式进行研究,旨在探索VRML技术与情境学习的最佳结合方式,实现利用VRML技术优化情境学习的目的。
本文的研究工作主要包括以下几块:
第一,详细分析了情境学习理论,特别是对情境的分类进行了梳理,从而为VRML在情境学习中的应用进行了概念的定位;同时系统的归纳整理了VRML技术的相关内容。
第二,对情境学习中应用VRML后形成的网络情境学习环境,系统的分析和构建了它的逻辑结构,详细探讨了VRML在其中的应用方式,并对学习活动进行了设计。
第三,对VRML在情境学习中的应用进行了尝试性的实践,以个案实验的形式给出了实践开发过程中的设计思路和核心代码。
通过理论分析、流程设计与实验探索,本课题基本实现了研究目标:设计了应用VRML的网络情境学习环境的体系结构、学习活动流程和网络导航,以个案实验方式给出了VRML在情境化学习中的具体应用模式和编程思路。
本课题研究设计的VRML在情境学习中的应用方式,探索了VRML在教育教学中一种新的应用途径,是对现有VRML教育应用形式的补充,也是对情境学习理论转化为教育实践的方式进行的有益探索。
As China's reform of education goes in-depth, two-dimensional network has been unable to meet the demand of teaching. The three-dimensional network using 3D technology develops rapidly, and brings the educational field widespread influence.
In three dimensional networks an important technology is the VRML virtual reality technology. At present, VRML has already obtained the widespread application in our country's educational fields, especially in the long-distance virtual experiments, many molding systems have been put into use. It also has part of research and the exploration in other educational domain. However, we still lack systematization's VRML education applied research at present. Based on VRML formidable virtual reality ability and it can construct the life like hypothesized scene and have the interactive function, we should study the more application functions of VRML in the educational fields.
At present, the situated learning becomes an important concept of new curriculum. The situated learning devotes in the research of establishing what kind of situation and how to establish the situation can achieve the goal of promotion study. Relates to the function of VRML, I think deeply about these two relations, and from the viewpoint of theoretical analysis and case design, I studied the application way of VRML in the situated learning. This is to explore the best combination of situated learning mode and VRML, and use VRML to optimize situated learning.The study mainly includes the following.
First, analyzed the situated learning theory, especially reorganized the classification of the situation, at the same time, and reorganized VRML into the relevant content.
Second, after VRML was used in situated learning, there is a network situated learning environment, I analyzed and constructed its logical organization, discussed in detail about the application way of VRML, and designed the learning activity.
Third, I carried on the experimental practice about VRML in the application of situated learning, and proposed the idea of design and the core code in the developing history with a form of case experiments.
Through theoretical analysis, the flow design and the experiment explore, this paper has achieved the research aim basically: designed the network-situated learning environment architecture, learning activity flow and network guidance, all are using VRML. The concrete application pattern and programming mentality in situated learning using VRML is proposed.
The application way of situated learning using VRML by this paper studied and designed has explored a new application way which uses VRML in education and teaching. It is a supplement to the existing VRML education application form, and it is also a beneficial exploration to which the situated learning theory transforms to the education practice's way.
三维网络技术中的重要一类便是VRML虚拟现实技术。目前VRML在我国的教育领域已经获得了广泛的应用,特别是在远程虚拟实验方面已经有许多成型的系统投入了使用,在其他教育教学领域也有部分的研究和探索,然而目前仍缺乏系统化的VRML教育应用研究。依据VRML强大的虚拟现实能力,能构建逼真的虚拟场景并具有交互功能,应该研究其在教育教学中更多的应用功能。
目前情境学习成为新课标的一个重要理念,情境学习致力于研究创设怎样的情境和如何创设情境以达到促进学习的目的。联系到VRML的功能,笔者思索将这二者联系起来,从理论分析和案例设计的角度对VRML在情境化学习中的应用方式进行研究,旨在探索VRML技术与情境学习的最佳结合方式,实现利用VRML技术优化情境学习的目的。
本文的研究工作主要包括以下几块:
第一,详细分析了情境学习理论,特别是对情境的分类进行了梳理,从而为VRML在情境学习中的应用进行了概念的定位;同时系统的归纳整理了VRML技术的相关内容。
第二,对情境学习中应用VRML后形成的网络情境学习环境,系统的分析和构建了它的逻辑结构,详细探讨了VRML在其中的应用方式,并对学习活动进行了设计。
第三,对VRML在情境学习中的应用进行了尝试性的实践,以个案实验的形式给出了实践开发过程中的设计思路和核心代码。
通过理论分析、流程设计与实验探索,本课题基本实现了研究目标:设计了应用VRML的网络情境学习环境的体系结构、学习活动流程和网络导航,以个案实验方式给出了VRML在情境化学习中的具体应用模式和编程思路。
本课题研究设计的VRML在情境学习中的应用方式,探索了VRML在教育教学中一种新的应用途径,是对现有VRML教育应用形式的补充,也是对情境学习理论转化为教育实践的方式进行的有益探索。
As China's reform of education goes in-depth, two-dimensional network has been unable to meet the demand of teaching. The three-dimensional network using 3D technology develops rapidly, and brings the educational field widespread influence.
In three dimensional networks an important technology is the VRML virtual reality technology. At present, VRML has already obtained the widespread application in our country's educational fields, especially in the long-distance virtual experiments, many molding systems have been put into use. It also has part of research and the exploration in other educational domain. However, we still lack systematization's VRML education applied research at present. Based on VRML formidable virtual reality ability and it can construct the life like hypothesized scene and have the interactive function, we should study the more application functions of VRML in the educational fields.
At present, the situated learning becomes an important concept of new curriculum. The situated learning devotes in the research of establishing what kind of situation and how to establish the situation can achieve the goal of promotion study. Relates to the function of VRML, I think deeply about these two relations, and from the viewpoint of theoretical analysis and case design, I studied the application way of VRML in the situated learning. This is to explore the best combination of situated learning mode and VRML, and use VRML to optimize situated learning.The study mainly includes the following.
First, analyzed the situated learning theory, especially reorganized the classification of the situation, at the same time, and reorganized VRML into the relevant content.
Second, after VRML was used in situated learning, there is a network situated learning environment, I analyzed and constructed its logical organization, discussed in detail about the application way of VRML, and designed the learning activity.
Third, I carried on the experimental practice about VRML in the application of situated learning, and proposed the idea of design and the core code in the developing history with a form of case experiments.
Through theoretical analysis, the flow design and the experiment explore, this paper has achieved the research aim basically: designed the network-situated learning environment architecture, learning activity flow and network guidance, all are using VRML. The concrete application pattern and programming mentality in situated learning using VRML is proposed.
The application way of situated learning using VRML by this paper studied and designed has explored a new application way which uses VRML in education and teaching. It is a supplement to the existing VRML education application form, and it is also a beneficial exploration to which the situated learning theory transforms to the education practice's way.
引文
[1]J.莱夫,王文静译.情境学习:合法的边缘性参与[M].上海:华东师范大学出版社,2004
[1]钟启泉等.课程与教学论[M].广东高等教育出版社,1999
[2]高文.情境学习的关键特征及其对多媒体教学设计的启示[J].全球教育展望,1997,(6):8-14
[1]张新华.关于在课堂多媒体网络环境下的情境创设[J].电化教育研究,2001,(5):21-24
[2]Mclellan,H(1994):Situated Learning:Continuing the Conversation[J].Educational Technology,Vol.34,No.10,pp.7-8
[3]蒋家傅.论情境学习活动的设计[J].电化教育研究,2005,(5):18-20
[1]徐延宁,李俊二,李学庆.VRML场景中的智能替身的研究[J].系统仿真学报,2004,(11):2381-2383
[1]肖虓,黄晓萍.Web3D技术及新一代标准X3D[J].计算机与现代化,2003,(10):39-42
[1]李文.教育中的虚拟现实[EB/OL].http://www.86VR.com,2006-08-03
[2]Ames A L,Nadeau D R,Moreland J L著,宗志方译.VRML资源手册[M].北京:电子工业出版社,1997
[3]S.A.Barab,T.M.Duffy.从实习场到实践共同体.(美)戴维.H.乔纳森主编,郑太年,任友群译.学习环境的理论基础[M].上海:华东师范大学出版社,2002
[4]J.莱夫,王文静译.情境学习:合法的边缘性参与[M].上海:华东师范大学出版社,2004
[5]段新昱.虚拟现实基础与VRML编程[M].北京:高等教育出版社,2004
[6]Grigore C.Burdea(美),Philippe Coiffict(法)著,魏迎梅等译.虚拟现实技术(第二版)[M].北京:电子工业出版社,2005
[7]桑新民,张倩苇.步入信息时代的学习理论与实践[M].北京:中央广播电视大学出版社,2000
[8]王文静.情境认知与学习理论研究述评[J].全球教育展望 2002,(1):51-55
[9]钟启泉等.课程与教学论[M].广东高等教育出版社,1999
[10]王文静.基于情境认知与学习的教学模式研究[D].北京:北京师范大学现代教育技术研究所,2002.6
[11]高文.情境学习的关键特征及其对多媒体教学设计的启示[J].全球教育展望,1997,(6):8-14
[12]张新华.关于在课堂多媒体网络环境下的情境创设[J].电化教育研究,2001,(5):21-24
[13]Mclellan.Situated Learning:Continuing the Conversation.Educational Technology,1994,(10):7-8
[14]汪兴谦.VRML虚拟造型实战演练[M].北京:中国水利水电出版社,2002:28-31
[15]梁保恩,莫琳,徐冬梅.基于VRML的远程教育虚拟实验室的研究[J].微处理机,2003,(6):19-21
[16]潘志庚,许威威.智能虚拟环境[J].系统仿真学报,2001,(13):25-27
[17]Manninen T.Rich Interaction in Networked Virtual Enviroments[C].the 8~(th)ACM international conference on multimedia,2000,(8):13-15
[18]蒋家傅.论情境学习活动的设计[J].电化教育研究,2005,(5):18-20
[19]段新昱,史创明,朱杰杰,胡维华.三维虚拟学习环境的研究与应用[J].计算机应用研究,2005,(2):22-24
[20]徐延宁,李俊二,李学庆.VRML场景中的智能替身的研究[J].系统仿真学报,2000,(11):2381-2383
[21]Chris Marrin.Proposal for a VRML 2.0 Informative Annex[DB/OL].2007.11.18,http://www.graphcomp.com/,
[22]陈梅香,连榕.情境学习理论在教育中的应用[J].当代教育论坛,2005,(4):32-36
[23]黄文丽等.VRML语言入门与应用[M].北京:中国铁道出版社,2003
[24]陆昌辉.VRML入门与提高[M].北京:北京大学出版社,2003
[25]赛博科技工作室编著.VRML与Java编程技术[M].北京:人民邮电出版社,2002
[26]刘华峰,党岗,金士尧.X3D:新一代面向Web的交互式三维图形规范[J].系统仿
杂忠??真学报,2001,(11):23-25
[27]肖虓,黄晓萍.Web3D技术及新一代标准X3D[J].计算机与现代化,2003,(10):39-42
[28]Web3D Virtual Reality Modeling Language,International Standard ISO/IEC,2007.12.20,http://www.Web3D.org/TaskGroup/x3d/specification.
[29]黄铁军,柳键编译.VRML国际标准与应用指南[M].西安:电子工业出版社,1999
[30]URL:http://www.86vr.com/case/education/index.html
[31]URL:http://vrmlworks.crispen.org/index.html
[32]URL:http://bbs.vrchina.net
[33]URL:http://vrmlworld.net/
[34]URL:http://users.tpg.com.au/users/gperrett/avs/index.html
[1]钟启泉等.课程与教学论[M].广东高等教育出版社,1999
[2]高文.情境学习的关键特征及其对多媒体教学设计的启示[J].全球教育展望,1997,(6):8-14
[1]张新华.关于在课堂多媒体网络环境下的情境创设[J].电化教育研究,2001,(5):21-24
[2]Mclellan,H(1994):Situated Learning:Continuing the Conversation[J].Educational Technology,Vol.34,No.10,pp.7-8
[3]蒋家傅.论情境学习活动的设计[J].电化教育研究,2005,(5):18-20
[1]徐延宁,李俊二,李学庆.VRML场景中的智能替身的研究[J].系统仿真学报,2004,(11):2381-2383
[1]肖虓,黄晓萍.Web3D技术及新一代标准X3D[J].计算机与现代化,2003,(10):39-42
[1]李文.教育中的虚拟现实[EB/OL].http://www.86VR.com,2006-08-03
[2]Ames A L,Nadeau D R,Moreland J L著,宗志方译.VRML资源手册[M].北京:电子工业出版社,1997
[3]S.A.Barab,T.M.Duffy.从实习场到实践共同体.(美)戴维.H.乔纳森主编,郑太年,任友群译.学习环境的理论基础[M].上海:华东师范大学出版社,2002
[4]J.莱夫,王文静译.情境学习:合法的边缘性参与[M].上海:华东师范大学出版社,2004
[5]段新昱.虚拟现实基础与VRML编程[M].北京:高等教育出版社,2004
[6]Grigore C.Burdea(美),Philippe Coiffict(法)著,魏迎梅等译.虚拟现实技术(第二版)[M].北京:电子工业出版社,2005
[7]桑新民,张倩苇.步入信息时代的学习理论与实践[M].北京:中央广播电视大学出版社,2000
[8]王文静.情境认知与学习理论研究述评[J].全球教育展望 2002,(1):51-55
[9]钟启泉等.课程与教学论[M].广东高等教育出版社,1999
[10]王文静.基于情境认知与学习的教学模式研究[D].北京:北京师范大学现代教育技术研究所,2002.6
[11]高文.情境学习的关键特征及其对多媒体教学设计的启示[J].全球教育展望,1997,(6):8-14
[12]张新华.关于在课堂多媒体网络环境下的情境创设[J].电化教育研究,2001,(5):21-24
[13]Mclellan.Situated Learning:Continuing the Conversation.Educational Technology,1994,(10):7-8
[14]汪兴谦.VRML虚拟造型实战演练[M].北京:中国水利水电出版社,2002:28-31
[15]梁保恩,莫琳,徐冬梅.基于VRML的远程教育虚拟实验室的研究[J].微处理机,2003,(6):19-21
[16]潘志庚,许威威.智能虚拟环境[J].系统仿真学报,2001,(13):25-27
[17]Manninen T.Rich Interaction in Networked Virtual Enviroments[C].the 8~(th)ACM international conference on multimedia,2000,(8):13-15
[18]蒋家傅.论情境学习活动的设计[J].电化教育研究,2005,(5):18-20
[19]段新昱,史创明,朱杰杰,胡维华.三维虚拟学习环境的研究与应用[J].计算机应用研究,2005,(2):22-24
[20]徐延宁,李俊二,李学庆.VRML场景中的智能替身的研究[J].系统仿真学报,2000,(11):2381-2383
[21]Chris Marrin.Proposal for a VRML 2.0 Informative Annex[DB/OL].2007.11.18,http://www.graphcomp.com/,
[22]陈梅香,连榕.情境学习理论在教育中的应用[J].当代教育论坛,2005,(4):32-36
[23]黄文丽等.VRML语言入门与应用[M].北京:中国铁道出版社,2003
[24]陆昌辉.VRML入门与提高[M].北京:北京大学出版社,2003
[25]赛博科技工作室编著.VRML与Java编程技术[M].北京:人民邮电出版社,2002
[26]刘华峰,党岗,金士尧.X3D:新一代面向Web的交互式三维图形规范[J].系统仿
杂忠??真学报,2001,(11):23-25
[27]肖虓,黄晓萍.Web3D技术及新一代标准X3D[J].计算机与现代化,2003,(10):39-42
[28]Web3D Virtual Reality Modeling Language,International Standard ISO/IEC,2007.12.20,http://www.Web3D.org/TaskGroup/x3d/specification.
[29]黄铁军,柳键编译.VRML国际标准与应用指南[M].西安:电子工业出版社,1999
[30]URL:http://www.86vr.com/case/education/index.html
[31]URL:http://vrmlworks.crispen.org/index.html
[32]URL:http://bbs.vrchina.net
[33]URL:http://vrmlworld.net/
[34]URL:http://users.tpg.com.au/users/gperrett/avs/index.html