Learning design for science education in the 21st century-猫眼课题宝

21世纪科学教育的学习设计

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2013

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作者：

D. Churchill;Mark E. King;B. Fox

当代技术和社会的发展要求变革教育实践。教师和学校不再是向学生灌输信息的知识。相反，他们的主要角色是就是要让学生掌握新的知识和能力，以便有效地使用信息技术，以及充分的特定学科基础概念性知识。这就要求向以学生为中心转变练习。在这种情况下，教师是学习的设计者；因此备课被“学习设计”的概念所取代。这篇论文介绍RASE(资源-活动-支持-评估)的学习设计作为帮助教师设计学习的框架开发的模型模块。RASE的核心是强调活动的设计，其中学生参与使用资源和生产文物，这些文物展示自己的学习能力。文章还强调了“概念”的重要性。模型作为一种特殊的教育多媒体资源及其在教育中的作用帮助学习和应用概念，而不是 “信息传递”模式。RASE开始成为一个强大的将教师及其传统做法转变为当代的、以学生为中心的相关实践。该模型也是一种有效的信息技术应用框架教育。

Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ‘learning design.’ This paper introduces the RASE (Resources-Activity-Support-Evaluation) learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ‘conceptual models’ as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ‘information transfer’ models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

Learning design for science education in the 21st century

21世纪科学教育的学习设计

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