教学交互视角下PBL网络课程的设计与开发

随着网络教育的推进，网络课程的建设在内容、形式、功能、管理等方面日趋多样和完善，PBL网络课程以问题为中心的教学活动模式引起了学者的广泛关注，但还存在一些问题．从教学交互的视角，提出了PBL网络课程的交互设计，将PBL网络课程教学划分为问题、资源、方案形成和评价4个阶段，将教学过程中的教学交互分为个性交互和社会性交互两大类．详细设计与分析了每个教学阶段的功能、交互过程利评价方法，并且依托教育技术学专业课程进行了平台实现和初步的教学实践．实践表明，PBL教学交互平台克服了传统教学模式中学习者被动接受知识的灌输，激发了学习者互动的主动性和积极性，同时也有利于教学的过程性评价．

The design and development of PBL network course under the perspective of instructional interaction

With the advance of online education, network course construction became diverse and perfect on its content, form, function, and management increasingly, but there still existed many drawbacks in network course teaching. PBL（Problem-Based Learning} network course was a problem-centered teaching mode, and had caused widespread concern of scholars. From the perspective of instructional interaction, it was proposed the interaction design of PBL network course. It was divided PBL network course teaching into four stages of problem stage, resources phase, program phase, and evaluation phases, and instructional interaction of teach-ing process into two categories： individual instructional interaction and social interaction. By designing and an-alyzing function interaction, process and evaluation methods corresponding to each stage in detail, and con-ducting platform development and preliminary teaching practice relying on ＂modern teaching media and digital learning resources＂ course, it was showed that PBL teaching interaction platform would overcome the tradition-al teaching mode of learners＇ passive to accept knowledge, stimulate initiative and enthusiasm of the learner＇s interaction, as well as benefit the teaching process of evaluation.