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1、90.2.1 InteractionOne-way transfermode in online teaching, online courses have changed in the past books,newspapers, andother printed informationas wellas radioand television,and otherelectronicinformation,networkinformationcarrierswithtwo-waytransferfunction,thistwo-waycommunicationcan be synchrono
2、usand asynchronous. Learners can receiveeducationteacherscame through the Send E-mail, or teachers in the form of real-time chat, information feedback tothe teacher teaching;teachers feelfree to send informationtostudents toconstantlyadjust andimprove teaching, to promote the teaching 1. Same time,
3、learners can also be the publisher of thenetwork information,can improvelearnersactiveparticipationin theenthusiasmandsense ofaccomplishment, but also that a wide range of evaluation may be.Network courses, due to technical breakthroughs in time and space constraints, show great openness. Learners a
4、t any time, any place to accept any network learning, the school has grown from a walled entity into a global coverage of the knowledge network. The online courses will not only open on time and space, it is open to all individuals; the individual would not have been shut out due to factors such as
5、age, gender, race, open education in the true sense.Learningsupportedbythenetworkbetterreflect the advantages ofcollaboration. Networkgroups administrator (usually the teacher) as the dominant figure in the learning process, to guide,promote,helpmembersof the group collaborativeslearning,collaborati
6、velearningamongitsmemberstostrengthenthecooperationbetweenthelearnerthesameabilityandspiritofexploration,notonlydeepeningtheunderstandingandknowledgetomastertheuseofgreatbenefit, butalsoimprovetheabilitytointeractwiththenetworkclassroom,abandonedthetraditionalclassroominasimpleman machine stimulusre
7、sponseinteractiveform.Ithassignificant role in promoting the formation of the cultivation of the spirit of cooperation and goodinterpersonal90.2.4 PersonalizedIn the fully open network, the learners according to their needs, retrieve study subjects. Ineach subject has a wealth of learning resources,
8、 learners combine the learning situation, there arecognitivelevel,andlearningcharacteristics,learningto adaptlearningresources,self-pacedlearning through the network. They are not subject to the control of the mainstream culture andconsciousness, according to their own experiences and perspectives t
9、o understand the knowledgeto develop their personality, and development of innovative thinking.90.2.5 HypertextHypertextinonlinecoursesbreaksthetraditionaltextbookorganization,logical,linearsequence structure, non-linear, non-structure, the mesh structure of the teaching materials, whichis consisten
10、twiththeassociationcharacteristicsofthehumanmind,moreinlinewithhumanthinking the characteristics and reading habits.90.2.6 MultimediaWiththedevelopmentoftechnology,networkprogramcan providea setofvideo,audio,audio visualtechnologyas one of the onlinelearningenvironmentforlearnersricher,morerealistic
11、,more intuitive,andinteractiveforms.Externalstimuliprovidedby Multimediaare infavor of obtaining and maintaining the knowledge, the creation of the problem scenarios, and thusstimulate thinking inspiration to promote the cultivation of creative thinking.1. 交互性在网络教学中，网络课程一改以往书籍、报刊等印刷信息以及广播电视等电子信息的单向传
12、递方式，网络信息载体具备双向传递功能，这种双向交流可以是同步的也可以是异步的。学习者可以通过发送E-mail或与教师实时聊天的形式接收教师传来的教育信息，也可以向教师反馈教学信息；教师则根据学生随时发送的教学信息不断调整和改善教学，促进教学。同时学习者也可以是网络信息的发布者，可以提高学习者主动参与的积极性和成就感，还可以为多元化的评价提供可能。2. 开放性网络课程由于技术上突破了时空的限制，表现出极大的开放性。学习者可以在任何时间、任何地点接受任何网络学习，学校已经从一个有围墙的实体转变为一个覆盖全球的知识网络。网络课程不仅是时间空间上的开放，更是对所有个体的开放，个体不会因年龄、性别、种族
13、等因素被拒之门外，是真正意义上的开放教育。3. 个性化在充分开放的网络中，学习者可以根据自己的需要，检索学习科目。在每一门科目中，也有丰富的学习资源，学习者结合自己的学习状况，目前已有的认知水平，选择与自己学习特点、 学习内容相适应的学习资源，自定步调地通过网络学习。同时他们又可以不受到主流文化和意识的控制，根据自己的经验和视角来理解知识，从而发展个性、开发创新思维。4. 协作性网络支持下的学习更能体现协作的优势。网络群组管理员( 通常为教师) 作为学习过程中的主导人物，引导、促进、 帮助小组成员的协作学习，成员之间的协作学习加强了学习者之间的合作共处能力和探索精神，不仅对问题的深化、理解和知识的掌握运用大有裨益，也提高了网络课堂的交互能力、摒弃了传统课堂中单纯的人机“刺激反应”的交互形式。对合作精神的培
