网络课程特点
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90.2.1 Interaction One-way transfer mode in online teaching, online courses have changed in the past books, newspapers, and other printed information as well as radio and television, and other electronic information, network information carriers with two-way transfer function, this two-way communication can be synchronous and asynchronous. Learners can receive education teachers came through the Send E-mail, or teachers in the form of real-time chat, information feedback to the teacher teaching; teachers feel free to send information to students to constantly adjust and improve teaching, to promote the teaching [1]. Same time, learners can also be the publisher of the network information, can improve learners active’ participation in the enthusiasm and sense of accomplishment, but also that a wide range of evaluation may be. 90.2.2 Opening Network courses, due to technical breakthroughs in time and space constraints, show great openness. Learners at 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 age, gender, race, open education in the true sense. 90.2.3 Collaboration Learning supported by the network better reflect the advantages of collaboration. Network groups administrator (usually the teacher) as the dominant figure in the learning process, to guide, promote, help members of the group ’collaboratives learning, collaborative learning among its members to strengthen the cooperation between the learner the same ability and spirit of exploration, not only deepening the understanding and knowledge to master the use of great benefit, but also improve the ability to interact with the network classroom, abandoned the traditional classroom in a simple man– machine‘‘ stimulusresponse ’’interactive form. It has significant role in promoting the formation of the cultivation of the spirit of cooperation and good interpersonal 90.2.4 Personalized In the fully open network, the learners according to their needs, retrieve study subjects. In each subject has a wealth of learning resources, learners combine the learning situation, there are cognitive level, and learning characteristics, learning to adapt learning resources, self-paced learning through the network. They are not subject to the control of the mainstream culture and consciousness, according to their own experiences and perspectives to understand the knowledge to develop their personality, and development of innovative thinking. 90.2.5 Hypertext Hypertext in online courses breaks the traditional textbook organization, logical, linear sequence structure, non-linear, non-structure, the mesh structure of the teaching materials, which is consistent with the association characteristics of the human mind, more in line with human thinking the characteristics and reading habits. 90.2.6 Multimedia With the development of technology, network program can provide a set of video, audio, audio–visual technology as one of the online learning environment for learners richer, more realistic, more intuitive, and interactive forms. External stimuli provided by Multimedia are in favor of obtaining and maintaining the knowledge, the creation of the problem scenarios, and thus stimulate 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 也提 对合作 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， 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。 精神的培养和良好人际关系的形成也有明显的促进作用。 5. 多媒体化 随着科技的发展网络课程可以为学习者提供一个集视频、 音频、声像技术为一体的网络学习环境，使交互形式更丰富、更逼真、更直观。多媒体化提供多样的外部刺激，有利于知 识的获取与保持，有利于问题情景的创设，进而激发思维灵感，促使创造性思维的培养。 6. 超文本性 网络课程的超文本性打破了传统教材组织的逻辑性、 线性顺序结构， 以非线性、 非结构、 更符合人类思维的特点和阅 网状结构形式组织教材内容， 这与人类思维的联想特征相一致， 读习惯。 本文来源：https://www.wddqw.com/doc/503150f8e3bd960590c69ec3d5bbfd0a7856d5e3.html