The Research Based On Theory And Practice Of Instructional Design About Project-Based Learning In Network Context

The main purpose of this thesis is to summarize the process of instructional design (ID) about project-based learning (PBL) in network context using modern ID theory based on full understanding to PBL in network context, put forward a general model of ID process referring to PBL in network context focusing on learning activity, and each step of the model has been analyzed. At last, using qualitative research combining with quantitative research, we applied the model to practice for examining, which was proved to be scientific, effective and offered theory and practice basis to PBL in network context.In chapter one, we introduced the definition, characteristics, development course, organizational form, and implement course of PBL in network context.In chapter two, we discussed the research based on theory of ID about PBL in network context, including the problems that ID faced at present, characteristics and objects of PBL in network context, put forward a ID process model of PBL in network context which is centered on learning activity.The problems that ID faced at present included the design objects, the supporting of practice and the ID evaluation. The core of the ID process model of PBL in network context centered on learning activity lies in that we tried to conquer the problems from the design objects, the supporting of practice and the ID evaluation in terms of the three problems which the development of ID faced at present.In the view of the design objects, we considered the PBL system as a organic association of learning activity sequence based on the characteristics and the implement course of PBL in network context. Thus, while carrying on the concrete ID, we can design learning activity first, then design the corresponding learning context and media transmitting that round learning activity, at last, make up every learning activity into a full activity advancing structure from the beginning to the end. The learning activity, the learning context, the media transmitting are called the design objects of PBL in network context, and the relationship between these three design objects is intergrowth, that is to say, there is no learning context of high quality without the design of media transmitting, similarly, it is hard to guarantee learning activity of high quality without the design of learning context.In the view of the supporting of practice, we adopted qualitative research combining with quantitative research, and applied the model to practice to examine.In the view of the ID evaluation, we adopted two evaluation processes: first evaluation and second evaluation of ID, which embodied the dynamic course of PBL in network context.In chapter three, we discussed the research based on practice of ID about PBL in network context, including the selection of research method, the analysis in early stage of ID, the design of teaching scheme, and the implementation, evaluation, modification to the scheme.We adopted the qualitative research combining with the quantitative research during this research. We used the qualitative research while implementing the teaching scheme, and the quantitative research while dealing with the questionnaire data.The analysis in the early stage of ID included learner analysis, learning resource analysis, and learning content analysis. Through those analyses, we can define the learning content of PBL in network context.The design to teaching scheme of PBL in network context included two parts: one is the design to teaching process, the other is the design to learning context and media transmitting which centered on learning activity, that is to say, the design and development to the web site of PBL. During designing the teaching scheme, we designed ten learning tasks of PBL in network context by adopting the form of the unified study task card, then based on ten learning tasks, we summed up 5 design elements of PBL web site, at last, according to the 5 elements, we designed the activity space of learners, which include experienced situation, subject applying, resou...