现代教育技术

作者: 胡水星

出版社: 电子工业出版社

出版时间: 2020-12

版次: 1

ISBN: 9787121401572

定价: 62.00

装帧: 平装

开本: 16开

纸张: 胶版纸

页数: 316页

分类: 国学古籍>综合性图书

14人买过

本书在内容层次和形式安排上，以现代教育技术理论与实践两大领域知识为核心，统整教学设计、多媒体技术和信息技术发展趋势等学科知识，构建能体现师范意识、媒体素养、创新能力相统一的数字化、层次化、立体化的新形态教材。根据教师教育专业能力培养规格，结合师范生现代教育技术素养培养要求，从理论基础、媒体应用、发展趋势、实验实践四个层次进行编排。第一层次理论基础，围绕基本概念、学科理论和教学设计进行内容编排，注重现代教育技术理论基础学习；第二层次媒体应用，从教学媒体、计算机辅助教育、网络教育等内容入手，强调师范生多媒体素养培养；第三层次发展趋势，关注MOOCs、微课与翻转课堂、STEM、创客、大数据、人工智能和智慧教育等新技术的发展趋势，拓展师范生现代教育技术学科视野；第四层次实验实践，从微课设计与制作、现代教育技术实验教学入手，训练师范生现代教育技术实践操作技能。胡水星，湖州师范学院教授、教育学博士。近年来主要从事“教育大数据”、“教育信息化”等研究，主持过“信息技术与社区教育的整合研究”等省部级科研项目3项，主持浙江省高等教育课堂教学改革项目1项，参与***科研项目1项、省级科研项目多项；获省级教学成果奖二等奖1项（排名3/7）、浙江省高校优秀科研成果奖三等奖1项（排名1/2）、湖州市社会科学优秀成果三等奖1项（排名1/1）；撰写出版教材3部，并在《教育研究》等学术刊物上发表论文近35篇，其中核心以上以及CSSCI论文20余篇。第一部分理论篇

第1章现代教育技术概述······························································································.2

1.1 教育技术基本概念·····························································································.2

1.1.1 技术的基本含义···························································································.2

1.1.2 教育技术····································································································.2

1.1.3 教育技术学·································································································.3

1.1.4 现代教育技术······························································································.6

1.2 教育技术发展简史·····························································································.6

1.2.1 国外教育技术发展简史··················································································.6

1.2.2 国内教育技术发展简史··················································································.9

1.2.3 现代教育技术发展趋势··················································································12

1.3 现代教育技术与教育发展的关系········································································14

1.3.1 现代教育技术是教育改革的制高点···································································14

1.3.2 现代教育技术影响教师职业发展······································································14

1.3.3 现代教育技术影响学生发展············································································15

1.3.4 现代教育技术影响教育现代化的进程································································15

参考文献···················································································································16

第2章现代教育技术理论基础·······················································································17

2.1 学习理论···········································································································17

2.1.1 行为主义学习理论························································································17

2.1.2 认知主义学习理论························································································20

2.1.3 建构主义学习理论························································································24

2.1.4 人本主义学习理论························································································29

2.2 教学理论···········································································································31

2.2.1 斯金纳的程序教学理论··················································································32

2.2.2 布鲁纳的认知结构理论··················································································33

2.2.3 奥苏贝尔“先行组织者”理论·········································································34

2.2.4 加涅的九段教学法························································································35

2.3 传播理论···········································································································36

2.3.1 关于教育传播学···························································································37

2.3.2 教育传播与教育技术的关系············································································41

2.4 系统理论···········································································································42

2.4.1 系统理论形成与发展·····················································································43

2.4.2 系统论的思想及方法·····················································································43

2.4.3 系统论的任务······························································································44

2.4.4 系统论对教育技术的影响···············································································44

2.5 多媒体设计理论·································································································46

2.5.1 认知负荷理论······························································································46

2.5.2 梅耶的多媒体学习原则··················································································47

2.5.3 多媒体课件开发流程·······························································2
内容简介:
本书在内容层次和形式安排上，以现代教育技术理论与实践两大领域知识为核心，统整教学设计、多媒体技术和信息技术发展趋势等学科知识，构建能体现师范意识、媒体素养、创新能力相统一的数字化、层次化、立体化的新形态教材。根据教师教育专业能力培养规格，结合师范生现代教育技术素养培养要求，从理论基础、媒体应用、发展趋势、实验实践四个层次进行编排。第一层次理论基础，围绕基本概念、学科理论和教学设计进行内容编排，注重现代教育技术理论基础学习；第二层次媒体应用，从教学媒体、计算机辅助教育、网络教育等内容入手，强调师范生多媒体素养培养；第三层次发展趋势，关注MOOCs、微课与翻转课堂、STEM、创客、大数据、人工智能和智慧教育等新技术的发展趋势，拓展师范生现代教育技术学科视野；第四层次实验实践，从微课设计与制作、现代教育技术实验教学入手，训练师范生现代教育技术实践操作技能。
作者简介:
胡水星，湖州师范学院教授、教育学博士。近年来主要从事“教育大数据”、“教育信息化”等研究，主持过“信息技术与社区教育的整合研究”等省部级科研项目3项，主持浙江省高等教育课堂教学改革项目1项，参与***科研项目1项、省级科研项目多项；获省级教学成果奖二等奖1项（排名3/7）、浙江省高校优秀科研成果奖三等奖1项（排名1/2）、湖州市社会科学优秀成果三等奖1项（排名1/1）；撰写出版教材3部，并在《教育研究》等学术刊物上发表论文近35篇，其中核心以上以及CSSCI论文20余篇。
目录:
第一部分理论篇

第1章现代教育技术概述······························································································.2

1.1 教育技术基本概念·····························································································.2

1.1.1 技术的基本含义···························································································.2

1.1.2 教育技术····································································································.2

1.1.3 教育技术学·································································································.3

1.1.4 现代教育技术······························································································.6

1.2 教育技术发展简史·····························································································.6

1.2.1 国外教育技术发展简史··················································································.6

1.2.2 国内教育技术发展简史··················································································.9

1.2.3 现代教育技术发展趋势··················································································12

1.3 现代教育技术与教育发展的关系········································································14

1.3.1 现代教育技术是教育改革的制高点···································································14

1.3.2 现代教育技术影响教师职业发展······································································14

1.3.3 现代教育技术影响学生发展············································································15

1.3.4 现代教育技术影响教育现代化的进程································································15

参考文献···················································································································16

第2章现代教育技术理论基础·······················································································17

2.1 学习理论···········································································································17

2.1.1 行为主义学习理论························································································17

2.1.2 认知主义学习理论························································································20

2.1.3 建构主义学习理论························································································24

2.1.4 人本主义学习理论························································································29

2.2 教学理论···········································································································31

2.2.1 斯金纳的程序教学理论··················································································32

2.2.2 布鲁纳的认知结构理论··················································································33

2.2.3 奥苏贝尔“先行组织者”理论·········································································34

2.2.4 加涅的九段教学法························································································35

2.3 传播理论···········································································································36

2.3.1 关于教育传播学···························································································37

2.3.2 教育传播与教育技术的关系············································································41

2.4 系统理论···········································································································42

2.4.1 系统理论形成与发展·····················································································43

2.4.2 系统论的思想及方法·····················································································43

2.4.3 系统论的任务······························································································44

2.4.4 系统论对教育技术的影响···············································································44

2.5 多媒体设计理论·································································································46

2.5.1 认知负荷理论······························································································46

2.5.2 梅耶的多媒体学习原则··················································································47

2.5.3 多媒体课件开发流程·······························································2

查看详情

现代教育技术

内容简介:

作者简介:

目录: