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94 lines
4.8 KiB
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<P ALIGN=CENTER><B>可用的问卷调查</B></P>
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<P>目前，Moodle只提供特定的调查类型（以后的版本将让你可以自己创建）。</P>
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<P>我们选择使用的调查问卷特别适合用于评价根据建构主义教学法设计的网上学习环境。它们可以用来鉴别你的学生中可能出现的某些倾向。
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（如果你要看这些问卷用于详细分析的文章，请看：
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<A TARGET=paper HREF="http://dougiamas.com/writing/herdsa2002">http://dougiamas.com/writing/herdsa2002</A>）</P>
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<HR>
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<P><B>COLLES - 建构主义在线学习环境调查（Constructivist On-Line Learning Environment Survey）</B></P>
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<UL>
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<p>COLLES问卷共24个问题分6节，每节均相应地让我们了解关于在线学习环境质量的一个关键问题： </p>
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<table BORDER="0" CELLSPACING="10" CELLPADDING="10">
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<tr>
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<td valign=top>实用性Relevance</td>
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<td>在线学习对学生的专业训练有何意义？How relevant is on-line learning to students' professional practices?
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</td>
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</tr>
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<tr>
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<td valign=top>思想性Reflection </td>
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<td>在线学习是否激发了学生的批判性思考？Does on-line learning stimulate students' critical reflective thinking?
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</td>
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</tr>
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<tr>
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<td valign=top>互动性Interactivity </td>
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<td>学生在多大的程度上在线参与了富有教育意义的对话？To what extent do students engage on-line in rich educative dialogue?
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</td>
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</tr>
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<tr>
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<td valign=top>教师的支持Tutor Support</td>
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<td>在促使学生参与在线学习上，教师做得好不好？How well do tutors enable students to participate in on-line learning?
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</td>
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</tr>
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<tr>
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<td valign=top>同学的支持Peer Support </td>
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<td>在线学习的同学是否善解人意而相互鼓励？Is sensitive and encouraging support provided on-line by fellow students?
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</td>
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</tr>
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<tr>
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<td valign=top>解释的清晰程度Interpretation </td>
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<td>学生和老师对其他人的在线交流是否理解清楚？Do students and tutors make good sense of each other's on-line communications?</td>
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</tr>
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</table>
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<p>动态学习观的理论基础是一种新的学习理论：社会建构主义，它视学习者为在一个社会性互动学习环境中知识概念的积极建构者。社会建构主义是一种认识论，或者说是一种学习方式，Underpinning the dynamic view of learning is a new theory of knowing: social
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constructivism, which portrays the learner as an active conceptualiser within
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a socially interactive learning environment. Social constructivism is an epistemology,
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or way of knowing, in which learners collaborate reflectively to co-construct
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new understandings, especially in the context of mutual inquiry grounded in
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their personal experience. </p>
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<p>Central to this collaboration is the development of students' communicative
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competence, that is, the ability to engage in open and critical discourse
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with both the teacher and peers. This discourse is characterised by an empathic
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orientation to constructing reciprocal understanding, and a critical attitude
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towards examining underlying assumptions. </p>
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<p>The COLLES has been designed to enable you
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to monitor the extent to which you are able to exploit the interactive capacity
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of the World Wide Web for engaging students in dynamic learning practices. </p>
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<P>
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(This information has been adapted from the COLLES page. You can find out more about
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COLLES and the authors of it at:
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<A TARGET=paper HREF="http://surveylearning.com/colles/">http://surveylearning.com/colles/</A>)</P>
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</UL>
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<HR>
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<P><B>ATTLS - Attitudes to Thinking and Learning Survey</B></P>
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<UL>
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<P>The theory of 'ways of knowing', originally from the field of gender research (Belenky et al., 1986) provides us with a survey tool to examine the quality of discourse within a collaborative environment.
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<P>The Attitudes Towards Thinking and Learning Survey (ATTLS) is an instrument developed by Galotti et al. (1999) to measure the extent to which a person is a 'connected knower' (CK) or a 'separate knower' (SK).
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<P>People with higher CK scores tend to find learning more enjoyable, and are often more cooperative, congenial and more willing to build on the ideas of others, while those with higher SK scores tend to take a more critical and argumentative stance to learning.
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<P>Studies have shown that these two learning styles are independent of each other (Galotti et al., 1999; Galotti et al., 2001). Additionally, they are only a reflection of learning attitudes, not learning capacities or intellectual power.
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<P><I>Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc. </I></P>
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<P><I>Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield, A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766.</I></P>
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<P><I>Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-436.</I></P>
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</UL>
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