关键词

教學設計,存檔,教學活動,學習順序,模式,高等教育

摘要

作為一位老師就意味著要親身加入學習活動的設計過程。教師這個行業早已變成“知識行業”。不僅僅是因為傳授知識是本行業的必然組成元素,也因為教師充當著教學環境設計者的角色,承擔著創建理想的知識傳遞場所的責任。但長久以來,這個場域被局限於相對私隱的課堂,而學生處於順從被動的地位。歐洲高等教育區的建立帶來的一個很大的好處就是讓教學設計與學生的學習過程更加透明化。此研究中,我們的目標是發現,描繪,記錄一系列既有經驗又富於創新精神的教師的教學設計。我們希望,這份存檔可通過互聯網供所有的教師使用。參與本研究的58名老師來自于安達盧西亞的大學,他們教授五個不同學科。通過採訪調查,我們記錄了學習順序,並記錄在案。檔案的名字叫做《ALACENA》,可通過我們調查小組的網站(http://prometeo.us.es/idea)察看。我們的研究結果表明,學生的發問和課堂互動的過程中,創新性的教學設計能提高學生對知識的理解力。這些課設是大學教學活動的優秀例子。

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Marcelo-García, C., Yot-Domínguez, C., & Mayor-Ruiz, C. (2011). «Alacena», an open learning design repository for university teaching. [«Alacena»: repositorio de diseños de aprendizaje para la enseñanza universitaria]. Comunicar, 37, 37-44. https://doi.org/10.3916/C37-2011-02-03

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