摘要
虚拟仿真技术能引发课堂教学的内源性变革,为课堂教学赋能。扩大时空、拓展资源和负载价值是虚拟仿真技术打造高校“金课”的实质所在。虚拟仿真“金课”建设的实施路径,体现为桌面式、沉浸式、增强式和分布式四类虚拟现实。产品质量欠佳,现实匹配度低;夸大虚拟功能,认知负荷超载;缺失身份认同,技术使用困难等是虚拟仿真“金课”建设面临的主要问题。为此,要提升产品技术水平,提高环境拟真实度;强化虚拟理论研究,实施效果评估反馈;强化学生身份认同,开展专题技能培训。
Virtual simulation technology can trigger endogenous changes in classroom teaching and thus empower classroom teaching.Its essential value for university“golden courses”lies in the expansion of time and space,expansion of resources and load value.Approaches to create“golden courses”via virtual simulation include four types of virtual reality:desktop,immersive,augmented and distributed.The main problems are poor product quality and low matching degree in reality;cognitive overload caused by exaggerated virtual function;lack of identity and technical difficulties.To solve these problems,it is necessary to improve the level of product technology and the degree of environmental simulation;to strengthen the research on virtual theory and make use of the effect evaluation feedback;and to strengthen students’identity and carry out training on special skills.
作者
晋银峰
JIN Yinfeng(College of Educational Science,Luoyang Normal University,Luoyang,Henan 471934,China)
出处
《河北师范大学学报（教育科学版）》
北大核心
2021年第5期115-121,共7页
Journal of Hebei Normal University(Educational Science)
基金
教育部2018年度国家虚拟仿真实验教学项目“小学全科教师教育虚拟仿真实验教学”(教高函〔2019〕6号)
河南省教育厅2019年度高等教育教学改革研究与实践项目“基于虚拟仿真的小学教育专业课堂教学模式改革研究与实践”(2019SJGLX388)。
关键词
高校教学
虚拟仿真技术
虚拟仿真“金课”
teaching in universities
virtual simulation technology
virtual simulation“golden courses”
