《基于知识建模的课程分析研究——硕士论文》由会员分享，可在线阅读，更多相关《基于知识建模的课程分析研究——硕士论文（80页珍藏版）》请在金锄头文库上搜索。
1、I基于知识建模的课程分析研究以北京师范大学教育技术学专业本科课程为例摘 要高校专业人才培养主要依赖于搭建合理的专业课程体系，课程在传承人类经验和一般知识的同时，必须为学生创设一个良好的发展空间，在知识、能力以及价值观等各个方面的培养都应发挥出积极的作用，以帮助他们更好地应对不断变化的外部世界。课程内容作为实现课程目标与功能的重要手段，其质量直接影响学生对专业的感知及专业人才培养的成败。自 1983 年华南师范大学创办新中国成立后的第一个电化教育本科专业以来，有关教育技术专业课程设置的研究和改革从未终止，国家曾先后三次修订专业主干课程，但因所修订的课程体系内容重复、逻辑性不强等原因，在各高校中并
2、未普遍应用。随着技术的飞速发展和社会需求的不断变化，各界对教育技术专业课程改革的呼声越来越高，而课程改革究竟该从何入手？为什么专业课程始终处于改而不良的状态？要完善课程体系，绝非仅仅停留在宏观的门类设置的探讨层面就能够解决问题的。任何专业课程背后都有一套知识体系作支撑。课程是依据社会需求、培养目标及学生特点等对这套知识系统的再组织。要彻底改变课程的现状，从根本上消除各种课程问题，必然要寻找问题产生的根源，透过表面现象抓住本质。本研究针对北京师范大学教育技术学专业的本科课程问题，采用课程开发中的知识分析技术，以教材这种静态课程产品为研究对象，提取其中的目标知识点、建立课程知识建模图，从建模图中知
3、识点的类型分布、建模图的形态结构、以及多门课程知识建模图的对比分析三个角度，分析目前专业课程中存在的问题。结合分析所得出的结论，本研究对课程主讲教师和学习过这些课程的学生分别进行访谈和问卷调查，进一步验证结论的正确性和真实性。研究发现的专业课程体系中存在的问题包括：（1）课程无明确目标指向，整体目标定位较低；（2）实现特定课程目标的知识手段缺失；（3）课程内容抽象；（4）课程除知识传递外无其它显著功能，课程价值失衡；（5）课程内容组织松散，综合性差；（6）课程没有对知识系统进行再组织，而是知识系统的直接转化；（7）各门课程之间内容简单重复而无有效衔接，不必要的重复现象严重。本研究不但从课程内容
4、及其背后的知识系统的角度为确证课程问题提供了证据，而且这种基于知识建模的分析方法为课程体系的改良或重建提供了非常有价值的线索和依据。II关键词：关键词：教育技术 课程分析 知识分析技术IIIA Research on Curriculum Analysis Based on Knowledge ModelingTaking the Undergraduate Curriculum of Educational Technology of Beijing Normal University as an ExampleABSTRACTA reasonable curriculum system i
5、s a necessary and effective way to train university students with professional skills. The university courses should not only deliver human experience and general knowledge to students, but also create good conditions for their future development. The university curriculum system must play an active
6、 role in the improvement of students knowledge, capacities and values to help them adapt to the fast changing circumstance smoothly. As an important method to achieve the expected objectives and functions of the curriculum, its content affects the students perception of the discipline they are learn
7、ing and may decide the success of the professional education to a certain extent. Since South China Normal University founded the first audio-visual education major for undergraduates in 1983, researches and reforms about the educational technology curriculum have never been terminated. Though the S
8、tate has revised professional curriculum three times, the revised curriculum wasnt widely used in colleges and universities because of the repetitive content and the lack of logic among all the courses. With the rapid development of technology and the changing needs of society, the demands of curric
9、ulum reform of the educational technology discipline are increasing. However, what on earth should we do first to reform the curriculum? Why is the curriculum still in bad condition through so many attempts of reform before? To improve the curriculum, not merely the discussion on macro-level setting
10、s of course categories as that most researchers are doing now can solve the problem. There is a knowledge system supporting the professional curriculum. Curriculum is the re-organization of this knowledge system based on social needs, training objectives and student characteristics. To completely ch
11、ange the status quo of the curriculum and eliminate all the problems, we have to find the root causes of the problem and catch the essence through the appearance. This study takes the undergraduate curriculum of educational technology discipline of Beijing Normal University as an example for curricu
12、lum analysis based on knowledge modeling. It utilizes knowledge analysis technology in curriculum development field to analyze the textbooks. Through abstracting the goal knowledge, drawing curriculum knowledge modeling maps and deeply analyzing the feature of the maps, finally we can discover IVthe
13、 current problems in the professional curriculum clearly. The conclusions are confirmed to be real existence through investigating the teachers responsible for these courses and the students who have learned the courses. The problems found in this study are as follows: (1) There are no clear objecti
14、ves in all the courses analyzed; (2) The knowledge concluded in the curriculum cant achieve expected objectives effectively; (3) The curriculum contents are abstract; (4) The curriculum has no other functions except delivering knowledge and it reduces the value of the curriculum; (5) The curriculum
15、contents are organized loosely and have poor comprehensiveness; (6) The curriculum knowledge structure is a duplicate instead of re-organization of its knowledge system; (7) There is much unnecessary duplication in different courses and on the contrary there is a serious lack of effective links amon
16、g all the courses.This study provides abundant evidence of curriculum problems existing by researching the curriculum content and the knowledge system supporting it. And moreover, this kind of analysis method based on knowledge modeling can provide extraordinarily valuable clues and basis for improving or rebuilding the curriculum system.KEY WORDS：Educational technology, curriculum analysis, knowledge analysis technology1目目 录录1 研究背景及意义.11.1 研究背景11.2 课程分析及专业课程相关研究现状 11.2.1 有关课程分析的研究现
