Relying on three experimental schools, action research is applied probing into the problem-based and web-based cooperative learning activity design.
本文依托三所实验学校，介绍如何运用行动研究法，探索基于专题的网络协作学习活动设计方法的研究过程。
Collaboration is not only the form of learning activity, but also possible and feasible for the activity of instructional design.
协作不仅是学习活动的表现形式，同样对于开展教学设计活动也是可能的，而且是可行的。
The design of Design of Learning Activity are consisted of putting forward problem context, anglicizing problem, resolving problem and submit , evaluation of scheme to resolve problem.
学习活动的设计主要包括问题情境的提出、问题的分析、问题的解决以及问题解决方案的提交和评价。
Besides, the dissertation also detailedly design the knowledge taxon system in knowledge management system and virtual learning community based on activity theory.
此外，根据研究目标文章还详细设计了知识管理系统中的知识分类系统、基于活动理论的虚拟学习社区。
Then we expound the gross designing course and main contents of PBL Web-based course based on PBL and instructional design centered on learning activity.
然后在以学习活动为中心的教学设计理论和PBL 的基础上，提出PBL网络课程的总体设计过程和主要设计内容。
How to design the project for implementation and how to design the learning activity were the main content.
并以培训项目实施方案设计和学习活动设计作为研究的主要内容。
When realizing creative learning based on blended learning pattern, the instructional design of learning activity, learning context and communication should be worked out at corresponding stages.
在网络教育中以混合学习模式实现创造性学习，可根据创造性学习的阶段设计相应的学习活动、学习环境和媒体传播。为了实现相应的教学设计，还必须有网络技术的支撑。
Instructional Design theory combines every factor of teaching and learning activity by making a comprehensive and systematical arrangement.
教学设计理论通过对教学活动的各个构成要素进行整体的、系统的规划和安排，使这些要素有机地配合起来。
Three theories is introduced in this paper, the Gestalt theory is suitable for screen design, Constructivist learning theory for learning activity, and CBET theory for curricular content.
指导网络课程开发的理论主要有格式塔理论、建构主义学习理论和能力本位课程观。
Three theories is introduced in this paper, the Gestalt theory is suitable for screen design, Constructivist learning theory for learning activity, and CBET theory for curricular content.
指导网络课程开发的理论主要有格式塔理论、建构主义学习理论和能力本位课程观。
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