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教学系统本质上是信息系统,对它的分析更适合采用基于信息流的分析方法。IIS图分析法是一个较为成熟的信息流分析方法。基于IIS图分析的媒体技术教学应用研究不是通过对比实验验证媒体技术的教学有效性,而是通过实际发生的教学信息流数据说明媒体技术教学作用的具体细节,借助技术产品的知识激活量、激活贡献度、媒体多元性贡献度和功能利用率四类指标表征特定技术产品对教学的实质贡献及教学对它的依赖程度,进而佐证教学中的技术应用对达成学习目标的可行性,是媒体技术教学应用研究的新理路。该文所介绍的个案研究,不但初步表明了该研究理路的可行性及上述指标的可用性,而且还说明,分析教学对技术产品的依赖不能仅考虑技术产品对教学系统的贡献,还要考虑技术产品所带来的教学便利和教学效率的提高。此外,该个案研究给了我们以下启示:技术产品的功能设计应立足教学实践,而非置身事外者的意图;技术产品开发需"寄生"于学习活动,在学习活动框架下展开功能设计;技术产品的功能升级需要教学实践的过滤。该研究理路有助于人们理性看待技术的教学作用,破除对技术的教学崇拜心理。
Abstract：It is much more appropriate to adopt the analysis method based on information flows because the instructional system is information system in nature. The analytical method based on IIS-map is a mature analytical method of instructional information flows. The instructional application of media technology based on IIS-map.is a new research approach. It focuses on proving the feasibility of the technology applied to achieve learning goals by the instructional information flows and the four characteristic indicators of a media technology product, such as quantity of activation, contribution of activation, contribution of media diversity and ratio of function utilization, instead of testing the instructional effectiveness of media technology by instructional comparative experiments. In this way, it can evaluate characterize the contribution and dependency of media technology for instruction. This paper preliminarily demonstrated that the research approach is feasible and the indicators is available. And it discovered that while analyzing the dependency of media technology we could not only consider the contribution of technology products, but also take the efficiency improvement and the convenience of instruction by the technology application into account in instructing. Besides, it has given us some enlightenments: the function requirements of teaching media should according to teaching practice rather than the intention of others; the development and function design of products should meet the learning activity; whether upgrade a function or not be determined by instructional application. This research approach can help people treat the teaching effect of technology rationally and break its teaching.
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(1)激活量指特定信息流所引发的知识子图信息熵的累加和。
(1)图1中第一列为信息流,第二列为信息流对应的行为编码,本文中标注行为编码只为方便信息检索,第三列为信息流所包含的文本信息,图2与图3亦如此。
基本信息:
中图分类号:G434
引用信息:
[1]何文涛,杨开城,王亚萍.基于IIS图分析的媒体技术教学应用研究的个案分析[J].中国电化教育,2017,No.363(04):48-53+66.
基金信息:
北京市教育科学“十二五”规划重点课题“智慧教室环境下协作学习的学习行为分析研究”(项目编号:AJA15232)的阶段性成果
2017-04-07
2017-04-07
2017-04-07