中职《汉字录入技术》WebQuest课程设计

基于网络环境的Webquest的学习模式已经越来越多的被应用到实际的教学当中了.本文以中职<汉字录入技术>课程为例,结合WebQuest的相关理论,以WebQuest的课程形式作了课程设计.首先介绍了WebQuest,详细论述了为什么<汉字录入技术>可以应用WebQuest教学模式,接下来按照WebQuest的组成形式对<汉字录入技术>作了课程设计,最后提出了WebQuest教学模式对教师、对学生的影响.     

WebQuest在中学语文课堂教学设计中的应用

新一轮课程改革对语文课程提出了新的要求,强调将探究式学习引入到语文课堂教学中。WebQuest作为一种基于因特网的探究式的自主学习模式,与当前大力提倡的基础教育理念相吻合。但是真正将WebQuest应用于语文课堂教学方面的实践比较少,而关于这一点正是目前急需解决的重大课题。本文从WebQuest的含义和原则入手,结合具体的实例总结出WebQuest的实施策略,并通过对WebQuest的初次尝试,探讨WebQuest在语文课堂教学应用中的意义、可能存在的问题和相关改进措施等等。     

基于WebQuest的高职数据库技术课程教学模式实践

WebQuest模式的教学目标与高职院校的培养方向是一致的，就是培养社会需要的具有实践能力的技术人才。为了有效探索教育模式，本文选择数据库技术课程作为改革试点，采用WebQuest模式进行教学实践，针对数据库技术课程在教学资源、教学准备、教学过程、教学评价、教师队伍等方面进行改革，从而提高学生的实践能力，促进专业的发展和人才的培养。     

学校情境中的WebQuest

WebQuest是一个以调查研究为导向的学习活动.完成一个WebQuest需要一定的时间,哪怕是一个短期WebQuest也要几个课时完成,长的则要持续1周甚至1个月.通常我们理解为这种课程只能运用在课外活动中.然而学校教育是以课堂为主,现行的教学内容又是以学科为中心.在学校情境中要让学生用这种方式学习,达到提高教学效率、学会学习的目的,我们就必须把WebQuest与学校教育紧密结合,与学习的任务紧紧相连.     

学校情境中的WebQuest

WebQuest是一个以调查研究为导向的学习活动。完成一个WebQuest需要一定的时间，哪怕是一个短期WebQuest也要几个课时完成．长的则要持续1周甚至1个月。通常我们理解为这种课程只能运用在课外活动中。然而学校教育是以课堂为主，现行的教学内容又是以学科为中心。在学校情境中要让学生用这种方式学习．达到提高教学效率、学会学习的目的，我们就必须把WebQuest与学校教育紧密结合，与学习的任务紧紧相连。     

全球网络探究学习创始人Bernie Dodae等应邀苏州讲学

2005年7月15日,著名WebQuest(网络探究)创始人之一、美国圣地亚哥州立大学教授Bernie Dodge,香港中文大学教授、香港中文大学资讯科技教育促进中心主任李芳乐和首都师范大学教授、教育技术系副主任王陆,应苏州市电化教育馆馆长金陵的邀请,出席了苏州市“面向信息化的研究性学习与教师专业发展”中外专家讲学会,并在讲学会上作了专题学术报告。Bernie Dodge教授是WebQuest的创始人。他在会上详细介绍了WebQuest在美国的兴起和发展以及对教育带来的重大革命。WebQuest重视学生高级思维技能的发展,重视学生自主学习、合作学习以及发展性学…     

Filamentality教学活动设计与创建

黎加厚教授在翻译<面向教师的美国国家教育技术标准>时指出,目前WebQuest在国内已经被广大教师熟练地运用到教学活动中,但在美国教师教育技术标准中与WebQuest一起提到的Filamentality(丝智活动)在国内却鲜为人知,实际上Filamentality同WebQuest一样简单易学,而且教师本人能够较好地控制教学活动,有利于引导学生的高级思维活动.     

教学活动设计与创建

黎加厚教授在翻译《面向教师的美国国家教育技术标准》时指出，目前WebQuest在国内已经被广大教师熟练地运用到教学活动中，但在美国教师教育技术标准中与WebQuest一起提到的Filamentality（丝智活动）在国内却鲜为人知，实际上Filamentality同WebQuest一样简单易学，而且教师本人能够较好地控制教学活动，有利于引导学生的高级思维活动。     

教学中的自由与结构——教师与研究者面临的挑战

1995年,美国圣地亚哥州立大学的伯尼·道奇与他的同事汤姆·马奇开发了一种服务于网络探完学习的新模式,这就是今天众所周知的WebQuest。自WebQuest发明以来,便风靡美国中小学。此后,我国中小学也引入了这种模式,并伴随新课程改革提倡的探究活动的开展而迅速得到推广。2004年6月4日,借参加香港全球华人计算机教育应用大会之机,应华南师范大学教育信息技术学院及李克东教授邀请,享有“WebQuest之父”盛誉的伯尼·道奇教授第一次踏上中国大陆,访问了华南师大教育信息技术学院,为全院师生作了一场精彩的报告并与广大师生进行了广泛的交流。本刊特邀华南师范大学未来教育研究中心李立君、宗晓艳两位女士聆听演讲并根据录音编译整理成文,以飨读者。     

论坛热点

WebQuest,能够走多远来源:新教育在线数码社区论坛网址:http://bbs.eduol.cn/dispbbs.asp?boardID=39&ID=173114&page=1Being:接到王陆老师的邀请,2005年7月到北京开会,期间遇到伯尼·道奇教授,不由得回想起推广WebQuest四年来的点点滴滴。通过实践和观察,关于WebQuest的研究,有着这样的一些思考:1.运用WebQuest需要通过实践来体验感受,严格按照WebQuest的要求实施,在实践中理解、把握。2.WebQuest的研究要关注运用的各类边界条件、活动过程中的辅导策略等方面的细节把握。3.目前内地WebQuest实践不少,但是各自为战的多,信息交换不…     

The study on integrating WebQuest with mobile learning for environmental education

This study is to demonstrate the impact of different teaching strategies on the learning performance of environmental education using quantitative methods. Students learned about resource recycling and classification through an instructional website based on the teaching tool of WebQuest. There were 103 sixth-grade students participating in this study and broken down into three groups: traditional instruction, traditional instruction with WebQuest and WebQuest instruction with outdoors. The major contribution of this study is the introduction of WebQuest into the outdoor instruction. The results of this study show that using WebQuest in outdoor instruction influences students’ learning performance positively. Two other interesting results are: (1) when WebQuest was used in real situations, students could acquire more knowledge and experiences, and (2) in the learning activity of the experiment, the students accomplished different learning tasks and expressed their own opinions and perspectives, which could foster their critical thinking skills. On the other hands, the students in outdoor situation could be positive to participate in learning activity; furthermore, they could ponder the learning contents by observing the real context and then they began to classify/categorize the resources. These findings will contribute to the development of teaching and learning for government, schools and teachers; for instance, teachers act as assistants or tutors and provide students with others public network resources, including PDAs, smartphones, tablet personal computers or the Internet, to improve their learning in outdoor learning environments, such as campus, museums or zoos.     

WebQuests as perceived by teachers: implications for online teaching and learning

Abstract   The WebQuest as an instructional tool has recently been widely adopted in K-16 education. However, its underlying principles and functionality are not well understood, which has resulted in an inconsistency in practice. This study identifies the underlying constructs of WebQuests as perceived by teachers and variables affecting their perceptions on WebQuests. A survey was conducted on teachers ( n  = 226) recruited from one large research university in the USA and a professional listserv. The findings reveal three constructs perceived by teachers as critical to WebQuests: constructivist problem solving, social interaction and scaffolded learning. Results also show that variables like purpose of WebQuest use, years of teaching, years of WebQuest use and gender predict, at various degrees, teachers' perceptions on WebQuests. Discussions are made on how the constructs identified can be used to improve online teaching and learning. Suggestions for future study are included by examining the influences of social, psychological and affective factors on learners' learning in WebQuests.     

The WebQuest model effects on mathematics curriculum learning in elementary school students

Since its inception in 1995, the WebQuest instructional model has received substantial attention from educators who have applied it to teaching activities. However, WebQuest has seldom been applied to mathematical teaching. Therefore, exploring curriculum development and learning achievement in mathematical teaching that integrates the WebQuest model is necessary. The objective of this study is to explore using the WebQuest model for teaching the concepts of proportion in elementary school mathematics, and the subsequent effects on student learning achievements. Furthermore, this study endeavors to understand student learning attitudes and learning satisfaction regarding the WebQuest model. This study employed the quasi-experimental research method, and the participants were two sixth-grade classes with 52 students at a Taiwanese elementary school. The experimental group was taught using WebQuest, while the control group was taught by employing the traditional IT-integrated curriculum. The two groups completed a 5-week course on proportion concepts. The study results indicate the following: (a) Regarding learning achievements, students who learned with the WebQuest model demonstrated superior learning performance than students who were taught using the traditional IT-integrated curriculum; (b) no significant difference existed between the learning attitudes of students who were taught using the WebQuest model and those who learned with the traditional IT-integrated curriculum; (c) on the learning-satisfaction survey, the students who learned with the WebQuest model showed high learning satisfaction, selecting between agree and strongly agree for the 6 dimensions, including WebQuest teaching, IT capability, the assistance of mathematics curriculum, collaborative learning, learning reflection, and learning feedback. This indicates that the students were largely satisfied and identified with the task-oriented WebQuest learning curriculum that was designed in this study. Finally, specific recommendations are made based on the results, providing teachers and future researchers with a reference for integrating the WebQuest model in the mathematics field.     

基于系列WEBQUEST的课程设计研究--以《计算机网络资源检索与利用》课为例

WebQuest是以学生为中心的网络课堂教学模式。由概述、任务、过程、资源、评价和结论六个部分组成。将它引入课堂教学,使以教师为主的单调的课堂教学模式得以改变,将体现为“主体-主导”的师生关系教学模式。根据《计算机信息检索与利用》的课程目标与教学要求,可从教材中选取“信息资源的检索方法”、“CNKI数据库的使用”、“社会科学引文索引（SSCI）数据库的使用”、“专利文献的检索”、“标准文献的检索”、“计算机信息检索的实践”、“毕业论文的写作”等7个WebQuest探究主题,利用7周时间开展WebQuest教学。每个WebQuest主题的任务设置坚持“理论-实践”相结合的原则,在设计WEBQUEST的基础上,利用ASP语言编写,建立可动态管理的《计算机信息检索与利用》课程系列WebQuest专题网站,同时开发出智能手机、IPAD等移动网络终端可以访问的移动版网站。     

Integrating modified WebQuest activities for programming learning

The study designed WebQuest activities and explored the learning performance of learners to understand the suitability of using WebQuest in a college programming course. The study modified the processes of WebQuest based on social constructivism and scaffolding learning, and included programming tasks such as debugging practice to encourage learners to develop their problem-solving abilities. The WebQuest learning sheets include the following four parts, introduction, task, resources and evaluation, and the learners had to complete the tasks without the detailed processes. After they had tried to solve the problem for approximately two weeks, the detailed WebQuest processes were provided. A total of 109 learners (third year of college) participated in the study and were separated into two groups. The experimental group underwent WebQuest teaching, while the control group received the traditional IT-integrated teaching. The study duration was 18 weeks (3 hr/week). The results indicated that the modified WebQuest activity gave learners scaffolding to do try-and-revise practice, and the processes of using provided possible information to test and debug the resulting codes encouraged them to associate and analyze learning information before programming and then to generalize the programming steps on their own instead of following the instructor's step-by-step instructions. The learners thus have a deep understanding of the programming concept rather than surface learning. The findings revealed that the modified WebQuest activity is a helpful form of scaffolding for promoting learners' positive learning experiences regarding organizing information and problem solving and reasoning skills. Besides, integrating debugging practice in the WebQuest activity could promote learners' intermediate and advance level programming ability. Subsequent research could further explore the effects of adding after-practice WebQuest activities to assist and trigger learners' self-reflection for refining their problem-solving processes after the in-class WebQuest activities.     

基于WebQuest的计算机课程教学改革

针对以学生为中心构建新型教学模式,是目前计算机教学界研究的重要课题;针对网络主题探究性学习(WebQuest)作为一种基于网络的"专题探究"活动,是一种新兴的信息化教学模式,具有针对性、开放性、合作性、综合性、辅助性等特点。通过分析WebQuest教学的含义、作用及应注意的问题,并结合学生的实际情况,将之应用于计算机课程教学,实践证明,该模式行之有效。     

基于JITT模式的“思维导图-WebQuest”教学模型

分析了思维导图和WebQuest的特点,探讨基于Internet特征下思维导图与WebQuest的结合方式,提出一种适用于JITT模式的教学模型:将传统课堂与网络课堂相结合,帮助学生完成知识的内化、融合,增强学生的创新能力。     

基于建构主义的WebQuest教学系统

目前的WebQuest解决方案不能支持由学生完全主导的自主学习。本文从建构主义的基本要求出发,设计了一个由数据库、底层服务和接口服务组成的WebQuest教学系统文案,并介绍了其中的关键技术。该教学系统支持教师和学生协同完成教学活动,特别是能支持学生独立地完成学习活动。最后,本文通过对比目前WebQuest教学系统的研究成果,对其未来的应用前景提出了展望。     

WebQuest在高职《市场调查技术》课程中的应用

WebQuest作为一种基于网络的探究性学习模式,自1995年推出以来获得了快速的发展。本文着重探讨了WebQuest在《市场调查技术》课程中的应用,并谈了作者的几点体会。