【正文】 網(wǎng)絡(luò)傳播。繼而此課件只能通過光盤來傳播，然后再安裝到教研機(jī)構(gòu)的內(nèi)部網(wǎng)絡(luò)上。對于教研機(jī)構(gòu)或出版商來說，從經(jīng)濟(jì)上來講為了一個(gè)具體的課件而投入大量的花銷是行不通的：該組織只能通過重要的公共資金來支持開發(fā)課 間的花銷。為一個(gè) 7 將被更廣泛應(yīng)用于教學(xué)的數(shù)字化募捐整理結(jié)算（即使一些約束仍然存在）將是一個(gè)更為有效的手段。 在我們工程的最后幾個(gè)階段里，我們嘗試將此課件的市場擴(kuò)展到英國的高等院校之外，尤其是英國的高中和美國的大學(xué)。在英國的高中市場，我們發(fā)現(xiàn)許多指導(dǎo)課在 ALevel(1618歲 )的歷史課程里刪去了年代學(xué)或地理學(xué)，而沒有將它們補(bǔ)充進(jìn)去。這一點(diǎn)削弱了我們課件的可用性，并可能使系里不會購買我們的課件。我們還發(fā)現(xiàn)盡管該課件有些時(shí)候?qū)τ诟咝５膶W(xué)習(xí)水平來講不夠靈活，它對高中的學(xué)習(xí)水平的來說在結(jié)構(gòu)化方面也存在不足。有些 情況下材料的語言對于高中生來講過于復(fù)雜。在美國，盡管指導(dǎo)課的學(xué)習(xí)水平和結(jié)構(gòu)都適合，但為了加強(qiáng)世界史而對以歐洲、英國為中心的歷史課程的削減限制了該課件潛在的可用性。 盡管我們的課件和其他一些推動(dòng)計(jì)算機(jī)輔助學(xué)習(xí)在歷史教學(xué)中應(yīng)用的課件取得了一些進(jìn)展，但我們面前的路仍然很長。 1998 年關(guān)于 CTI 和TLTSN—— 兩個(gè)國家級的行動(dòng)，旨在加強(qiáng)信息通信技術(shù)的使用并促進(jìn)學(xué)科級的教學(xué)實(shí)踐 —— 的 Atkins報(bào)告指明了更廣泛使用計(jì)算機(jī)輔助教學(xué)和信息通信技術(shù)中存在的障礙。其中包括：缺乏相關(guān)的適應(yīng)性強(qiáng)的高質(zhì)量課件；教師們?yōu)榱顺浞掷?新媒體而對信息通信技術(shù)培訓(xùn)的需求；缺乏對信息通信技術(shù)在不同應(yīng)用中有效性的研究及對合作的鼓勵(lì)；在中高管理層中信息技術(shù)熱愛者稀少；對于有創(chuàng)新性的教學(xué)未給與報(bào)酬和獎(jiǎng)勵(lì)；以及缺乏研發(fā)資金。該歷史課件組已經(jīng)用我們的課件及我們?yōu)榻o使用者提供支持和說明所作的嘗試處理了上述問題中的一二兩點(diǎn)。當(dāng)前，我們正和 CHIC 工程合作，以不同方式研究實(shí)現(xiàn)計(jì)算機(jī)輔助學(xué)習(xí)技術(shù)的有效性，包括我們的課件，這將有助于解決上述問題中的第三點(diǎn)。通過在全國及國際范圍內(nèi)鼓勵(lì)討論和分享經(jīng)驗(yàn)，我們希望戰(zhàn)勝面前的所有挑戰(zhàn)。 Developing Multimedia Courseware for Teaching History: A UK Perspective Ian G. Anderson INTRODUCTION The use of puters in historical research has followed divergent paths in 8 the UK and US.[1] The development of Webbased materials for teaching, however, may provide a mon ground for historians on both sides of the Atlantic.[2] This paper outlines one experience of developing multimedia materials for undergraduate history teaching in the UK by the History Courseware Consortium at the University of Glasgow. Established in 1993, the Consortium was funded through the Teaching and Learning Technology Programme (TLTP), an initiative of the UK Higher Education Funding Councils.[3] In developing the courseware the Consortium had the following goals: to create a pedagogical foundation based on high academic standards, to make the material accessible and flexible, and to provide the necessary support for staff and students using the courseware. DEVELOPING A PEDAGOGICAL MODEL Building on the experience of another program at the University of Glasgow— the Computers in Teaching Initiative Centre for History (CTICH), which gathered data about the use of puters in history teaching— we determined that many educators did not have a conceptual framework in which to incorporate puterbased materials into their teaching.[4] Similarly, students required a pedagogical context to guide them through the courseware. Thus the Consortium developed the idea of the enriched lecture, which uses innovative materials within a familiar pedagogical framework. [5] Since there are no core courses in undergraduate history programs in the UK, but rather ones ranging from the premodern to the modern period and from political and military to economic and social history, the Consortium aimed to produce a flexible set of core resources that could be incorporated into existing teaching programs. In the enriched lecture, core essays designed for first and secondyear students provide an overview of the topic and outline historiographical debates and thematic lines of enquiry. Students gain access to the core essays from a table of contents, which provides links to each section of the core essay, information on the author and additional sources, and access to the index, bibliographies, and glossaries. In the tutorial 9 on the Protestant Reformation, for example, Mark Greengrass and C. Scott Dixon wrote a core essay。 linked to it are a detailed case study and exercises. Some authors chose a more linear approach in their core essays。 others addressed multiple themes. Although the number and style of core essays varies between tutorials, their function, appearance, structure, and level remain consistent. In order to address the difficulty of reading the large amounts of text on screen, we asked authors to outline their essays clearly with headings, to address a limited number of themes with clear points, and to use short sentences, colloquialisms, and contractions, as in speech. The breaking down of each core essay into sections makes the material more digestible and allows students to dip in and out with greater ease. From the core essay students gain access to structured and contextualized source material: they can follow detailed examinations of particular examples, case studies, debates, concepts or sources. The schematic diagram below of the Protestant Reformation tutorial illustrates how the enriched lecture was translated into a structure for the courseware Figure 1. Schematic Diagram of Tutorial The ability of hypertext and multimedia to integrate disparate publications and source genres is not possible in a traditional lecture or seminar format. The bination of academic mentary and context, as well as the range of primary and secondary sources and openended exercises, increases students39。 depth and breadth of knowledge. The integration of academic mentary and historiograph