網(wǎng)絡課程特點

1、網(wǎng)絡課程特色網(wǎng)絡課程特色網(wǎng)絡課程特色90.2.1InteractionOne-waytransfermodeinonlineteaching,onlinecourseshavechangedinthepastbooks,newspapers,andotherprintedinformationaswellasradioandtelevision,andotherelectronicinformation,networkinformationcarrierswithtwo-waytransferfunction,thistwo-waycommunicationcanbesynchronousan

2、dasynchronous.LearnerscanreceiveeducationteacherscamethroughtheSendE-mail,orteachersintheformofreal-timechat,informationfeedbacktotheteacherteaching;teachersfeelfreetosendinformationtostudentstoconstantlyadjustandimproveteaching,topromotetheteaching1.Sametime,learnerscanalsobethepublisherofthenetwor

3、kinformation,canimprovelearnersactiveparticipationintheenthusiasmandsenseofaccomplishment,butalsothatawiderangeofevaluationmaybe.Networkcourses,duetotechnicalbreakthroughsintimeandspaceconstraints,showgreatopenness.Learnersatanytime,anyplacetoacceptanynetworklearning,theschoolhasgrownfromawalledenti

4、tyintoaglobalcoverageoftheknowledgenetwork.Theonlinecourseswillnotonlyopenontimeandspace,itisopentoallindividuals;theindividualwouldnothavebeenshutoutduetofactorssuchasage,gender,race,openeducationinthetruesense.Learningsupportedbythenetworkbetterreflecttheadvantagesofcollaboration.Networkgroupsadmi

5、nistrator(usuallytheteacher)asthedominantfigureinthelearningprocess,toguide,promote,helpmembersofthegroupcollaborativeslearning,collaborativelearningamongitsmemberstostrengthenthecooperationbetweenthelearnerthesameabilityandspiritofexploration,notonlydeepeningtheunderstandingandknowledgetomastertheu

6、seofgreatbenefit,butalsoimprovetheabilitytointeractwiththenetworkclassroom,abandonedthetraditionalclassroominasimplemanmachinestimulusresponseinteractiveform.Ithassignificantroleinpromotingtheformationofthecultivationofthespiritofcooperationandgoodinterpersonal90.2.4PersonalizedInthefullyopennetwork

7、,thelearnersaccordingtotheirneeds,retrievestudysubjects.Ineachsubjecthasawealthoflearningresources,learnerscombinethelearningsituation,therearecognitivelevel,andlearningcharacteristics,learningtoadaptlearningresources,self-pacedlearningthroughthenetwork.Theyarenotsubjecttothecontrolofthemainstreamcu

8、ltureandconsciousness,accordingtotheirownexperiencesandperspectivestounderstandtheknowledgetodeveloptheirpersonality,anddevelopmentofinnovativethinking.90.2.5HypertextHypertextinonlinecoursesbreaksthetraditionaltextbookorganization,logical,linearsequencestructure,non-linear,non-structure,themeshstru

9、ctureoftheteachingmaterials,whichisconsistentwiththeassociationcharacteristicsofthehumanmind,moreinlinewithhumanthinkingthecharacteristicsandreadinghabits.90.2.6MultimediaWiththedevelopmentoftechnology,networkprogramcanprovideasetofvideo,audio,audiovisualtechnologyasoneoftheonlinelearningenvironment

10、forlearnersricher,morerealistic,moreintuitive,andinteractiveforms.ExternalstimuliprovidedbyMultimediaareinfavorofobtainingandmaintainingtheknowledge,thecreationoftheproblemscenarios,andthusstimulatethinkinginspirationtopromotethecultivationofcreativethinking.1.交互性在網(wǎng)絡講課中，網(wǎng)絡課程一悔悟去書本、報刊等印刷信息以及廣播電視等電子信息

11、的單向傳達方式，網(wǎng)絡信息載體具備雙向傳達功能，這類雙向溝通能夠是同步的也能夠是異步的。學習者能夠經(jīng)過發(fā)送E-mail或與教師及時聊天的形式接收教師傳來的教育信息，也能夠向教師反應講課信息；教師則依據(jù)學生隨時發(fā)送的講課信息不停調(diào)整和改良講課，促進講課。同時學習者也能夠是網(wǎng)絡信息的宣告者，能夠提升學習者主動參加的踴躍性和成就感，還可認為多元化的談論供給可能。2.開放性網(wǎng)絡課程因為技術上打破了時空的限制，表現(xiàn)出極大的開放性。學習者能夠在任何時間、任何地址接受任何網(wǎng)絡學習，學校已經(jīng)從一個有圍墻的實體轉(zhuǎn)變成一個覆蓋全世界的知識網(wǎng)絡。網(wǎng)絡課程不只是時間空間上的開放，更是對全部個體的開放，個體不會因年紀、性

12、別、種族等要素被拒之門外，是真實意義上的開放教育。個性化在充分開放的網(wǎng)絡中，學習者能夠依據(jù)自己的需要，檢索學習科目。在每一門科目中，也有豐富的學習資源，學習者聯(lián)合自己的學習狀況，當前已有的認知水平，選擇與自己學習特色、學習內(nèi)容相適應的學習資源，自定步伐地經(jīng)過網(wǎng)絡學習。同時他們又能夠不遇到主流文化和意識的控制，依據(jù)自己的經(jīng)驗和視角來理解知識，從而發(fā)展個性、開發(fā)創(chuàng)新思想。4.協(xié)作性網(wǎng)絡支持下的學習更能表現(xiàn)協(xié)作的優(yōu)勢。網(wǎng)絡群組管理員(平常為教師)作為學習過程中的主導人物，指引、促進、幫助小構成員的協(xié)作學習，成員之間的協(xié)作學習增強了學習者之間的合作共處能力和研究精神，不只對問題的深入、理解和知識的掌握運用大有裨益，也提高了網(wǎng)絡講堂的交互能力、摒棄了傳統(tǒng)講堂中純真的人機“刺激反應”的交互形式。對合作精神的培育和優(yōu)秀人際關系的形成也有顯然的促進作用。5.多媒體化跟著科技的發(fā)展網(wǎng)絡課程能