中国电化教育

教育信息化正促进教学方式的剧变,虚拟教学平台建设将是一种重要而必然的途径,但须警惕其存在的"重技术,轻人文,远生命"的问题。该文意在从知识传授、文化传承、情感互动的角度出发,构建富含人文意义的虚实结合的学习场所。该文运用文献法,描述了虚拟教学平台之文化空间的概念及特征,论述了其结构及要素,并通过七要素的设计突显了虚拟教学平台的要素职能:(1)核心象征的设计,要继承与创新所在学校的传统精神与理念,突显教学的历史传统与文化底蕴;(2)符号的设计,充分利用文字、图案、音乐与拟像等感性特征,传达核心象征蕴含的教育理念与价值,彰显教学的哲学思想与审美意蕴;(3)"记忆"的设计,在于寻求个体的和集体的记忆、历史、经验、乡情和传统之根,以体现文化理解与文化自信;(4)行为的设计,从师生主体需要与动机展开,体现教学过程的自主性、反思性与对话性;(5)愿景的设计,建立在历史的根基之上,绵延深沉之教育信念,凝聚清晰之教育理想,体现教育现实与未来的一致性;(6)"活力"的设计,在激发主体自觉与正向动机的基石上,使学生主动研阅、思考、怀疑、创造与合作;(7)秩序的设计,在于明确有规律的任务,提供适当的练习,促进成果的欣赏、表现、创造与发布,并施以科学的评价。

Educational information is promoting the drastic changes in teaching methods. The construction of virtual teaching platforms will be an important and inevitable way, but it still has the problem of "heavy technology, light humanity, far life", and this problem is something we must be vigilant. From the perspective of knowledge transfer, cultural inheritance and emotional interaction, this paper intends to construct a learning site that combines the real and the virtual with humanistic significance. This paper uses the literature method to describes the concept and characteristics of the cultural space of the virtual teaching platform,discusses its structure and elements, and highlights the essential functions of the virtual teaching platform through the design of seven elements:(1) The design of core symbol should inherit and innovate the traditional spirit and concept of the school and highlight the historical image and cultural deposits;(2) The design of symbol should make fully use of the sensibility features to convey the educational concept and value of the core symbol and manifest philosophic thinking and aesthetic connotation of teaching, such as character, pattern, music and simulacrum etc;(3) The design of "memory" is to seek for the essence of memory, history, experience,provincialism and tradition of the individuals and communities. It is helpful to recognize the cultural integration and cultural confidence;(4) The design of behavior should come from the needs and motives of teachers and students and reflect the autonomy,reflection and dialogicality of the teaching process;(5) The design of expectation establishes on the long history, stretches the deep educational belief and condenses the explicit educational ideal, embodies the consistency between the educational reality and the educational future;(6) The design of "energy" is to motivate students to read, think, suspect, innovate and cooperate actively, which on the basis of stimulating the students' consciousness and positive motivation;(7) The design of order is to identify the regular tasks,supply some proper exercise, promote the appreciation, performance, creation and release of the results and conduct the scientific evaluation.