教育技术学导论(2016级)
《教育技术学导论》是面向教育技术学本科生的专业基础课程,主要讲述教育技术学的基本概念、基本知识与能力体系以及后续课程的学习方法等。
计算机支持的协作学习
面向教育技术学高年级本科生开设的综合性应用课程。提供该课程的学习,能够使得学生的信息技术教育应用能力得到提升,促进协助问题解决以及自主学习能力,掌握信息技术时代,特别是互联网+教育大背景下协作学习理念、技术应用能力的建构,为毕业后就业打下坚实的基础。
计算机辅助教育(2015级)
计算机辅助教育,简称CBE(Computer-Based Education)。 指以计算机为主要媒介开展教育教学活动,也即利用计算机来帮助教师进行教学,帮助学生学习,辅助教师管理教学活动和组织教学。
学习科学与技术2017(2017级教育技术学)
《学习科学与技术》是面向教育技术学学生开设的课程,旨在使同学们较系统地了解和研究前国内外学习科学与学习技术的新进展;了解和体验信息文化环境下新型学习模式,尽快适应日新月异的数字化生存新环境,不仅为后续教学设计、教学媒体、远程教育等专业课程的学习打下坚实的基础,更为培养紧跟世界教育信息化潮流、具有一定专业素业生打下基础。
设计思维(2019下)
设计与人类的生活、学习、工作密切相关。设计就是创新,是一种创造性活动。设计思维的核心是创造性思维。本课程对于打开学生的创造性思维、激发学生的创造力、设计出充满创意的理念和作品,对于培养学生的创新思维和设计能力具有重要的意义。
学生将了解设计思维的基础知识和理论;通过设计思维方法训练,转变思维方式,形成良好的设计思维习惯;学会将设计思维的原理、工具和方法运用于实际,能运用辩证唯物主义的基本观点和设计思维的基本方法分析案例和相关问题,设计出充满创意的理念和作品。
课程将理论联系实际,注重多学科交融,培养和开发学生的创新性思维能力,达到学以致用的目的。
教学设计原理与方法
本课程已在中国大学MOOC平台上线,请您点击以下链接进行学习!
课程加入链接:https://www.icourse163.org/course/scnu-1002528016
您可以使用网易邮箱、QQ等多种第三方网络账号登陆学习!
《教学设计原理与方法》课程介绍
“互联网+”时代,教学理念、教学内容、教学手段发生了重要变革,呼唤着教师全面提升教学设计能力和水平。为顺应时代潮流,本课程团队在国家级精品资源共享课的基础上,锐意改革创新,重构内容体系,助力新型教师和教学设计人才的培养。
1.课程性质
华南师范大学是国家“211工程”重点建设大学,华南师范大学的教育技术学是国家重点学科。本课程由广东省教学名师谢幼如教授主持,在原国家级精品课程、国家级精品资源共享课的基础上转型升级,是一门积淀深厚、理念创新、资源丰富、特色鲜明的MOOC。本课程是教育技术专业3门最核心的主干课程之一,也是教师教育的必修课程。本课程可供小教、中教和职教的学生,从事基础教育、职业教育和高等教育领域的在职教师以及企业培训相关人员更新教育教学理念、掌握教学设计能力、提升信息化教学水平。
2.课程内容
本课程团队根据“互联网+”时代人才培养需求与教学设计理论发展现状,重构课程内容体系。课程内容包括“什么是教学设计”、“如何进行前端分析”、“智慧学习环境设计”、“数字教学资源设计”、“智慧课堂设计”、“智慧学习评价设计”、“教学设计创新与发展”,既涵盖了教学设计领域的基本原理与主要方法,也体现了教学设计理论的前沿动态与发展趋势。
3.课程特点
本课程强调理论与实践相结合,不断优化更新教学内容,革新教学手段与方式,开展课程教学改革研究,推进课程持续建设与发展。2004年本课程被评为国家级精品课程;2010年出版“十一五”国家级规划教材《网络教学设计与评价》;2014年《网络教学设计与评价》获批为“十二五”国家级规划教材;2016年出版教育部《教师教育课程标准(试行)》教材大系、教师教育国家级精品资源共享课配套教材《教学设计原理与方法》;2016年本课程获得首批国家级精品资源共享课称号。经过多年的建设与发展,本课程具有积淀深厚、理念创新、资源丰富、特色鲜明等特点。体现在:
(1)课程团队跨界协同
本课程组建了来自基础教育、职业教育、高等教育以及企业领域等专家学者的课程建设团队,跨界融合,协同创新,聚力开展课程建设。
(2)课程内容重构创新
本课程是一个全新的课程,既涵盖教学设计领域的基本原理与主要方法,也囊括教学设计理论的前沿动态与发展趋势,充分体现基础性、系统性、适应性、先进性的有机结合。
(3)课程资源丰富实用
本课程团队根据“互联网+”时代新型教师与教学设计人才的培养需求,构建彰显课程特色的在线开放课程资源结构模型,指导课程资源的设计和开发,注重课程资源的递进生成,课程资源丰富、实用性强。
4.学习目标
通过本课程的学习,学习者能够理解教学设计的基本概念和基本原理,了解当前国内外信息化教学与教学设计的研究热点及发展趋势;借助各种设计模式和操作表格,联系实际,开展实践,具有教学设计的综合运用能力和实践操作能力;转变教学理念,应用信息技术对课堂教学流程和结构进行重组与再造,探索新型教学模式。
5.学习导图
6.课程建设情况
1989年,在全国同类专业率先开设课程
1993年,国家级优秀教学成果一等奖
2003年,全国“高等教育百门精品课程教材建设计划”
2004年,国家级精品课程
2010年,出版“十一五”国家级规划教材
2013年,转型升级为国家级精品资源共享课建设项目,首批在“爱课程”上线
2014年,获批“十二五”国家级规划教材
2016年,出版教师教育国家级精品资源共享课配套教材
2016年,获得首批国家级精品资源共享课称号
教育传播学2017
《教育传播学》是教育技术学专业基础理论课程之一。教学、学习的实质就是实现信息的流动。如何将教育信息结构化、符号化,实现教育信息的有效互动,是教育传播学研究的实质。无论是基于课堂传统的教学模式,还是现代化的多媒体组合教学模式以及远程教学模式,都可以在教育传播学的理论框架内找到合理的解释。教育传播学不仅是教育技术学重要的理论基础之一,更是将理论运用实践的桥梁。
信息技术教育的理论与方法
一、课程简介
1.课程性质与教学目标
《信息技术教育的理论与方法》是为教育技术学专业本科生开设的一门专业课,也是为全校教师教育其他专业本科生开设的一门公共基础课,同时也是一门省级精品资源课,它既是教育技术学课程体系的核心课程之一,也是适应时代需求的革新的教师教育课程重要组成部分。是广东本课程教学目的有两个,其一是,为将来从事中小学《信息技术》教育课程教学的教师提供课程与教学的理念、内容和方法,其目标是使学生获取并理解信息技术知识、提高并发展信息技术的能力和技能、形成正确信息态度和道德,使这些学生将来能够将本课程的“信息技术的知”转化为中小学生的“信息技术的知”、由“信息技术的知”转化为“信息技术的能,并发展中小学生的“信息技术的能”与“正确的信息态度和道德”成为信息与媒体素养,在此过程中获得信息与媒体素养培养的教师职业技能和态度;其二是,提高全校其他教师教育专业的未来教师的信息与媒体素养,掌握学科中信息与媒体素养培养的内容、方法,使他们将来在能够高效完成所担任学科教学任务的同时,有意识地完成学科中的信息与媒体素养培养的任务,并在此过程中获得信息与媒体素养培养的教师职业技能和态度。
2.教学用教材的介绍与选择依据
本课程教材选用徐晓东主编、张倩苇副主编、 陈娬、郭锂等编者共著的全国普通高等教育“十五”国家级规划教材,该教材以课程与教学论为逻辑线索,以系统化和结构化为原则,编排知识体系和教学内容,在理论介绍方面做到短而精、新而实,凝集了信息技术教育领域最新研究成果,既为初学者提供入门指导,又为学生将来从事这门课程教学以及开展深入研究指出了拓展方向;在本课程重点的课程与教学指导方面,着力解决学生(教师)在课程教学实施中的热点、难点问题,为教师提供具体的、可操作的教学方法、技术、模式和策略等。
同时,本教材不仅适合于教育技术学专业以及教师教育其他学科的本科生和研究生的“信息技术”教育和信息与媒体素养培养的课程与教学,也适用于中小学信息技术课程教学的教师继续教育,而且还有助于其他各学科特别是综合实践活动的教师的有效教学。
3.教学方法与建议
本课程教学主要采用的是参与式归纳教学法,其包含的要素有:①对基础知识和基本概念、规则、原理、模式等进行集中讲解;②对建构性的观点、案例分析和结论进行分组合作讨论最终形成小组结论;③小组轮流发表结果;小组之间互相借鉴;利用多媒体进行展示和演示;④教师根据分组讨论中遇到的共同问题进行解释,对进一步思考搭建脚手架和提供帮助;⑤最后师生共同发表各自的意见或观点,彼此分享与协商建构共同的建构最终的结论;⑥教师要求同学课后进一步完善课堂上的结论,作为课程作业发布到网上论坛或作业区等模块。
对教学方法采用的建议是:授课教师根据自己的教学风格、针对不同的教授内容(如概念、技能、态度与情感、设计与实践)、学习与教授环境条件等,优化组合这些模块来开发有效教学。
二、课程特色
本课程特色:一专双能,分布式课程
一专:培养信息技术教育的专业教师。
双能:学科教师能获取信息与媒体素养与TPACK(内容-教学法-技术的知识),能培养学生的信息与媒体素养。
分布式课程:以分布在信息技术教育、综合实践活动、学科课程中的信息与媒体素养培养目标为指引,在各个学科中分工合作,完成信息与媒体素养培养的课程。
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