| 5,412 | 134 | 310 |
| 下载次数 | 被引频次 | 阅读次数 |
虚拟现实是指由计算机技术创建的、反映真实情境的、可体验交互的虚拟世界,其中涉及四个维度,分别是计算机程序、用户(人)、现实世界、虚拟情境,构建虚拟现实的目的是用户通过与虚拟情境交互,进而获得对现实世界的认知。未来课堂是以全面构建面向未来的教学主阵地"课堂"为目标的教学科研项目,是一套整合软硬件和云端服务的教学专家系统,着重突出了个性化学习、强调交互、教学资源丰富、一键操控、技术领先和生态健康等新型课堂理念。该文基于已有未来课堂研究成果以及最新科技趋势,提出了将虚拟现实技术融入未来课堂的构想,构建了基于未来课堂环境的"VaA"教学模式,探索了从理论与实践两方面共同提升学生综合认知水平的道路,设计了以中职汽车发动机课程为例的教学活动方案,并指出了采用"VaA"教学模式的优势。最后从空间结构、资源建设和发展途径三个方面对相关后续研究提出了建议。
Abstract：Virtual Reality(VR) is a world that is created by computer program, reflect the real situation and can experience interactive behavior. It includes four dimensions this is computer program, user(people), the real world and the virtual world. The purpose of constructing virtual reality is that users interact with virtual situations to gain recognition of the real world. Future Classroom is a project of instructing and scientific research that aiming at building the teaching main land "classroom" for the future, it is an expert system for instructing that integrate hardware, software resources and clouds service. The Future Classroom especially emphasizes individualized learning, core is the interaction, rich teaching resources, a key control, leading technology and healthy ecological environment. The paper is base on the research results of the future classroom and the latest technology trends, propose the idea of integrating virtual reality into the future classroom, design th"VaA"teaching mode based on future classroom environment, explore the ways to raise students' comprehensive cognitive level from both theory and practice, design the teaching activity program for the automobile engine courses offered in secondary vocational schools, and pointed out the advantages of adopting the"VaA"teaching model. Finally, puts forward some Suggestions on the related follow-up studies from three aspects: spatial structure, resource construction and development path.
[1]Knott B A.Learning route and survey representations from a virtual reality environment[M].Washington,DC:The Catholic University of America,2000.5-9.
[2]陈卫东,张际平.未来课堂的定位与特性研究[J].电化教育研究,2010,(7):23-28.
[3]Sutherland,I.E.Sketch Pad:a man-machine graphical communication system[DB/OL].http://www.doc88.com/p-0179378996877.html,2018-03-03.
[4]Lewis,P.H.Sound Bytes,He Added Virtual to Reality[N].The New York Times,1994-09-25(37).
[5]Sherman B,Judkins P.Glimpses of heaven,visions of hell:Virtual reality and its implications[M].London:Hodder&Stoughton,1992.
[6]Pimentel K,Teixeira K.Virtual reality through the new looking glass[J].Intel Wind crest,1993,40(3):50-53.
[7]Dionisio J D N,Gilbert R.3D Virtual worlds and the metaverse:Current status and future possibilities[J].ACM Computing Surveys(CSUR),2013,45(3):34.
[8]Milgram P,Kishino F.A taxonomy of mixed reality visual displays[J].IEICE TRANSACTIONS on Information and Systems,1994,77(12):1321-1329.
[9]T Holz T,Campbell A G,O’Hare G M P,et al.Mi RA-mixed reality agents[J].International journal of human-computer studies,2011,69(4):251-268.
[10]张际平,陈卫东.教学之主阵地:未来课堂研究[J].现代教育技术,2010,20(10):44-50.
[11]陈卫东,叶新东等.未来课堂--高互动学习空间[J].中国电化教育,2011,(8):6-13.
[12]许亚锋,张际平.面向体验学习的未来课堂设计--基于改进的PST框架[J].中国电化教育,2013,(4):13-19.
[13]刘德建,刘晓琳等.虚拟现实技术教育应用的潜力、进展与挑战[J].开放教育研究,2016,22(4):25-31.
[14]金慧,刘迪等.新媒体联盟《地平线报告》(2016高等教育版)解读与启示[J].远程教育杂志,2016,35(2):3-10.
[15]Crawford C.Non‐linear instructional design model:eternal,synergistic design and development[J].British Journal of Educational Technology,2004,35(4):413-420.
[16]赵晶,石向实.社会认知具身化:解释、研究领域与问题[J].心理研究,2011,4(3):28-33.
[17]皮亚杰.生物学与认识[M].北京:北京三联书店,1989.
[18]MORAN A,MACINTYRE T.Motor cognition and mental imagery:a new directions[R].Liverpool:Liverpool Hope University,2008.
[19]Thelen E,Sch?ner G,Scheier C,et al.The dynamics of embodiment:A field theory of infant perseverative reaching[J].Behavioral and brain sciences,2001,24(1):1-34.
[20]Shapiro,L.Embodied Cognition[M].New York:Routledge,2010.
[21]Zimmerman B J,Risemberg R.Handbook of Academic Learning.Construction of Knowledge[M].San Diego:Academic Press,1997.105-125.
[22]钟志贤,谢云.基于信息技术的自主学习[J].中国电化教育,2004,(11):16-18.
[23]王珠珠,费龙.信息技术促进教育变革的内涵及其难点探析[J].中国电化教育,2015,(7):1-5.
[24]马欣悦,石伟平.VR/AR技术在职业教育领域的价值逻辑与行动策略[J].中国职业技术教育,2017,(30):42-47.
[25]陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,2007.
[26]魏民.在职业教育应用视角下的VR/AR技术[J].中国电化教育,2017,(3):10-15.
[27]张志祯.虚拟现实教育应用:追求身心一体的教育--从北京师范大学“智慧学习与VR教育应用学术周”说起[J].中国远程教育,2016,(6):5-15.
[28]许万增,王行刚等.人工智能对人类社会的影响[M].北京:北京科学出版社,1996.21-73.
基本信息:
中图分类号:G434
引用信息:
[1]刘勉,张际平.虚拟现实视域下的未来课堂教学模式研究[J].中国电化教育,2018,No.376(05):30-37.
基金信息:
全国教育信息技术“十二五”规划重点课题“思维可视化技术与学科整合的理论和实践研究”(项目编号:116220539)的阶段性研究成果
2018-05-16
2018-05-16
2018-05-16