在线学习空间建构与教学设计 张丹丹.pdfVIP

张丹丹 北京科技大学 zhangdandan@  2011年，基于 《数字化资源平台》 （TRP ）的大学英语写作课程建设与教 学研究，初步建构了以主题为驱动，以写促学，读写结合的教学模式  2015年，在大学英语课程中融入MOOCs （学堂在线的《生活英语听说》 ， 占成绩考核的5% ）  2015年，建设 《大学英语自学课程》MOOC ，在中国大学MOOC上线，累 计选课人数为161278 （不断增加中）  2015年，建设 《大学体验英语》SPOC ，课程覆盖人数为1598人，并基于 此开展教学模式的探讨与实践  2016年，启动建设英语课程群的SPOC与MOOC “Children can teach themselves  almost anything if given the Internet, given the permission to interact with each other and given the absence of the teacher.” • Reading comprehension • Information search and retrieve • How to believe; Developing a mechanism again doctrine Hole-in-the-wall Experiments College students can teach themselves. What can teachers do to facilitate their learning? A triggering event Cognitive presence Community of Inquiry (Garrison, Anderson, Archer, 2000)  “挑战性课堂”  A worthwhile educational experience is embedded within a Community of Inquiry that is composed of teachers and students – the key participants in the educational process.  The model of this Community of Inquiry assumes that learning occurs within the Community through the interaction of three core elements: cognitive presence, social presence, and teaching presence. (Garrison, Anderson Archer, 2000). Cognitive presence  Practical Inquiry 1. Triggering Event : a state of dissonance or feeling of unease resulting from an experience (A sense of puzzlement) 2. Exploration: searching for clarification and attempting to (Obtain and exchang