网络课程特点

1、One-waytransfermodeinonlineteaching,onlinecourseshavechangedinthepastbooks,newspapers,andotherprintedinformationaswellasradioandtelevision,andotherelectronicinformation,networkinformationcarrierswithtwo-waytransferfunction,thistwo-waycommunicationcanbesynchronousandasynchronous.Learnerscanreceiveedu

2、cationteacherscamethroughtheSendE-mail,orteachersintheformofreal-timechat,informationfeedbacktotheteacherteaching;teachersfeelfreetosendinformationtostudentstoconstantlyadjustandimproveteaching,topromotetheteaching1.Sametime,learnerscanalsobethepublisherofthenetworkinformation,canimprovelearnersacti

3、veparticipationintheenthusiasmandsenseofaccomplishment,butalsothatawiderangeofevaluationmaybe.Networkcourses,duetotechnicalbreakthroughsintimeandspaceconstraints,showgreatopenness.Learnersatanytime,anyplacetoacceptanynetworklearning,theschoolhasgrownfromawalledentityintoaglobalcoverageoftheknowledge

4、network.Theonlinecourseswillnotonlyopenontimeandspace,itisopentoallindividuals;theindividualwouldnothavebeenshutoutduetofactorssuchasage,gender,race,openeducationinthetruesense.Learningsupportedbythenetworkbetterreflecttheadvantagesofcollaboration.Networkgroupsadministrator(usuallytheteacher)asthedo

5、minantfigureinthelearningprocess,toguide,promote,helpmembersofthegroupcollaborativeslearning,collaborativelearningamongitsmemberstostrengthenthecooperationbetweenthelearnerthesameabilityandspiritofexploration,notonlydeepeningtheunderstandingandknowledgetomastertheuseofgreatbenefit,butalsoimprovethea

6、bilitytointeractwiththenetworkclassroom,abandonedthetraditionalclassroominasimplemanmachinestimulusresponseinteractiveform.IthassignificantroleinpromotingtheformationofthecultivationofthespiritofcooperationandgoodinterpersonalInthefullyopennetwork,thelearnersaccordingtotheirneeds,retrievestudysubjec

7、ts.Ineachsubjecthasawealthoflearningresources,learnerscombinethelearningsituation,therearecognitivelevel,andlearningcharacteristics,learningtoadaptlearningresources,self-pacedlearningthroughthenetwork.Theyarenotsubjecttothecontrolofthemainstreamcultureandconsciousness,accordingtotheirownexperiencesa

8、ndperspectivestounderstandtheknowledgetodeveloptheirpersonality,anddevelopmentofinnovativethinking.Hypertextinonlinecoursesbreaksthetraditionaltextbookorganization,logical,linearsequencestructure,non-linear,non-structure,themeshstructureoftheteachingmaterials,whichisconsistentwiththeassociationchara

9、cteristicsofthehumanmind,moreinlinewithhumanthinkingthecharacteristicsandreadinghabits.Withthedevelopmentoftechnology,networkprogramcanprovideasetofvideo,audio,audiovisualtechnologyasoneoftheonlinelearningenvironmentforlearnersricher,morerealistic,moreintuitive,andinteractiveforms.Externalstimulipro

10、videdbyMultimediaareinfavorofobtainingandmaintainingtheknowledge,thecreationoftheproblemscenarios,andthusstimulatethinkinginspirationtopromotethecultivationofcreativethinking.1.交互性在网络授课中，网络课程一悔过去书籍、报刊等印刷信息以及广播电视等电子信息的单向传达方式，网络信息载体具备双向传达功能，这种双向交流可以是同步的也可以是异步的。学习者可以经过发送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

11、向教师反响授课信息；教师则依照学生随时发送的授课信息不断调整和改进授课，促使授课。同时学习者也可以是网络信息的宣布者，可以提高学习者主动参加的积极性和成就感，还可以为多元化的议论供应可能。2.开放性网络课程由于技术上打破了时空的限制，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。网络课程不但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，是真切意义上的开放教育。个性化在充分开放的网络中，学习者可以依照自己的需要，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

12、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，自定步伐地经过网络学习。同时他们又可以不碰到主流文化和意识的控制，依照自己的经验和视角来理解知识，进而发展个性、开发创新思想。4.协作性网络支持下的学习更能表现协作的优势。网络群组管理员(平时为教师)作为学习过程中的主导人物，引导、促使、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研究精神，不但对问题的深入、理解和知识的掌握运用大有裨益，也提高了网络课堂的交互能力、摒弃了传统课堂中单纯的人机“刺激反响”的交互形式。对合作精神的培养和优异人际关系的形成也有明显的促使作用。5.多媒体化随着科技的发展网络课程可以为学习