基于远程学习者模型的差异化教学目标设计

我国远程开放教育生源复杂,对远程学习者进行分类培养是远程教育的现实需求。然而,当前远程教育教学大都对所有学习者提供完全相同的目标和条件支持,忽略了学习者特征和需求的差异,不利于因材施教及提升远程教育效果。如何为充满差异的远程学习者提供符合学习者特征的、促进学生个性化发展的差异化教学是当前远程开放教育领域的重要研究课题。教学目标对教学过程起着导向作用,其分析与设计是教学工作的起点,差异化的教学目标设计是远程开放教育实施差异化教学的首要工作。教学目标的差异化维度包括目标起点、目标终点、目标容量以及目标程度四个维度;远程学习者的初始水平、学习投入、学习能力是影响教学目标差异化的关键特征。在进行差异化教学目标设计过程中,首先要对教学目标进行精细化分析,然后基于学习者关键特征收集学习者信息,最后在完成二者的基础上,通过设定最低目标以及建立学习者特征与差异化教学目标对应关系的方法来生成差异化的教学目标。

The Differentiation Design of Instructional Objectives Based on Distance Learner

Due to the fact that the situation of enrolled students for distance education in China is complicated,there comes a realistic demand to teach distance learner with classified cultivation.However,most of current distance education institutions provides the same teaching objectives and supports to all learners,ignoring difference in learners＇ characteristics and demands,which is detrimental to teaching students in accordance with their aptitude and to improving the effects of distance education.In the field of open and distance education,importance has been attached to the research subject about how to provide different distance learners with the differentiation teaching which conforms to learners＇ characteristics and facilitates learners＇ individualized development.The instructive objectives play an orientation role in teaching process,the analysis and design of which is the beginning of teaching.The priority for implementing differentiation distance teaching is to design differentiation instructive objectives based on learner model.Differentiation dimensions of instructive objectives consist of beginning point,ending point and capacity and degree.The crucial features influencing the differentiation design of instructive objectives include distance learners＇ prior knowledge,learning engagement and learning competency.The design process can be divided into three steps：first,conduct an elaborate analysis of instructive objectives;second,collect learners＇ information based on their key characteristics;on the basis of first two steps,set a minimum objective and build coupled relationship between learner characteristic and instructive objectives in order to generate differentiation instructive objectives.