【作 者】：
汪存友， 黄双福
【关 键 词 】：
自适应学习系统； 自适应学习课程； 美国高校； 课程设计； 教师角色
【栏 目】：
网络教育
【中文摘要】：
自适应学习系统为高等教育带来了诸多优势，如何充分利用自适应学习系统进行教学成为高校教师亟须解决的问题。基于此，文章通过剖析已规模化应用自适应学习系统的美国科罗拉多理工大学，发现该校重构了以掌握学习为理念、多级贯通结构、自主创设多倍资源的课程设计模式，认为教师是施行自适应学习系统的关键因素，以教学策略的施行者、学习监管者、学生引导者三方面转换了教师的角色定位，并已形成“以教师教学为中心”的自适应教学文化，最大化地满足了学生的个性化学习需求。最后，文章建议我国高校以MOOC为基础，以教师为中心来重构系统化、高质量、联结化、去学期化的自适应学习课程，并帮助教师掌握技术以更成功地开展课程。
【英文摘要】：
Adaptive learning system has brought many advantages to higher education, and how to make full use of adaptive learning system for teaching has become an urgent problem for college teachers. Based on this, this paper analyzes the large-scale application of adaptive learning system in Colorado Technical University, and finds that the school reconstructs the curriculum design mode with the concept of mastering learning, multi-level cohesive structure, and multiple resources created independently. It is believed that teachers are the key factors to implement the adaptive learning system, and the roles of teachers are transformed in three aspects, namely, implementers of teaching strategies, supervisors of learning and guides of students. Moreover, "faculty-centered" self-adaptive teaching culture has been formed, which maximize to meet the personalized learning needs of students. Finally, this paper suggests that Chinese universities should use MOOCs as the basis for a faculty-centered approach to reconstructing systematic, high-quality, connected and de-semester-based adaptive learning curriculum , and help teachers master technology to deliver lessons more successfully.