学习科学视域中的设计研究

发布时间：2018-05-13 03:33

本文选题：设计研究 + 学习科学　；参考：《华东师范大学》2008年博士论文

【摘要】： 设计研究作为一种新兴的学习研究范式,目前在世界教育领域倍受关注。它聚焦于有效学习环境的设计和自然发生其中的学习的理解,通过迭代式的设计研究过程将理论与实践连接起来,是理解教育革新如何在实践中运作的重要方法论。但是,研究表明,国际学界对设计研究还缺乏系统研究,在理论上还未形成系统理解。基于此,本论文尝试在这方面作出努力,一是从发展沿革、内涵实质、识知方式、研究模式等方面对设计研究进行了深入系统的理论阐释;二是针对目前设计研究在干预系统设计内容上的研究缺失,提出了“课堂情境中的设计研究实践框架”,并将该框架思想具身于原创案例的实践探索中。理论建构与实践探索相互益知,相互提升。论文旨在为课堂学习环境的设计与研究提供新的路径与方法论指导。全文共分六章展开论述: 第一章通过分析学习研究发展历程中的三次重大转变,反思传统基于“实验”研究学习的不足,并在此基础上追溯了设计研究的兴起背景以及与学习科学一脉相承的发展历程。第二章阐释了设计研究的理念实质。论文首先从纷繁的术语和多元的定义中界定了设计研究的基本概念,并从不断涌现的关于设计研究的论述中,归结了它的七大方法论特性,最后阐释了设计研究与以往研究范式的四大不同研究取向。第三章主要从认识论层面深层剖析设计研究是如何通过设计识知世界的,包括对设计的探究本质、设计研究知识创建的独特过程与三层面综合产出的详细论述,阐明了设计研究在整合科学与设计上的内在逻辑。第四章转向对设计研究操作层面的探讨,试图从多理论研究视角描述设计研究协同一致的多重工作,并从一般层面整合多领域研究,归结出设计研究操作过程的共同特性。第五章在理论研究与案例实践的基础上,对当前设计研究的过程模式进行了拓展,建构了一种可行的课堂情境中的设计研究实践框架。本部分着重探讨了包括学习内容、学习支持和学习社会结构组成的干预系统设计、设计原型具身思想、课堂学习机制的微观研究方法等关键问题。第六章以设计研究案例包的境脉描述方式,详细描述本人在上海一学校所进行的、聚焦课堂学习社会结构维度——参与结构——的设计研究全过程。该案例完整展示了论文所提出的“课堂情境中的设计研究实践框架”的系统践行过程。
[Abstract]:As a new learning paradigm, design research has attracted much attention in the field of education in the world. It focuses on the design of an effective learning environment and the understanding of learning that occurs naturally. It is an important methodology to understand how educational innovation works in practice by connecting theory with practice through iterative design research. However, the research shows that there is no systematic research on design research in international academic circles, and no systematic understanding has been formed in theory. Based on this, this paper tries to make efforts in this area, first, from the development of evolution, connotation of essence, knowledge of the way, research model and other aspects of the in-depth and systematic interpretation of the design; Secondly, aiming at the lack of research on the design content of interventional system, this paper puts forward the "practical frame of design research in classroom context", and puts the framework thought into the practice exploration of original cases. Theoretical construction and practical exploration are mutually beneficial and mutual promotion. The purpose of this paper is to provide a new path and methodology for the design and research of classroom learning environment. The thesis is divided into six chapters: In the first chapter, by analyzing the three major changes in the development of learning research, we reflect on the shortcomings of traditional research based on "experiment", and trace back the background of design research and the development course of learning science. The second chapter explains the essence of design research. This paper first defines the basic concepts of design research from various terms and definitions, and summarizes its seven methodological characteristics from the emerging expositions on design research. Finally, four different research orientations of design research and previous research paradigms are explained. The third chapter mainly analyzes how the design research knows the world through the design from the epistemology level, including the inquiry nature of the design, the unique process of the creation of the design research knowledge and the detailed discussion of the comprehensive output of the three levels. The internal logic of design research in integrating science and design is expounded. The fourth chapter focuses on the discussion of the operational level of design research, and attempts to describe the collaborative multiple work of design research from the perspective of multi-theory research, and integrates multi-domain research from the general level, and concludes the common characteristics of the operational process of design research. On the basis of theoretical research and case practice, the fifth chapter expands the process model of current design research, and constructs a feasible practical framework of design research in classroom context. This part focuses on the design of intervention system including learning content, learning support and learning social structure, the design of prototype thinking, the micro research method of classroom learning mechanism and so on. The sixth chapter describes the whole process of designing and studying the social structure dimension of classroom learning-participation structure in a school in Shanghai by describing the context of the design case package in detail. The case shows the systematic practice process of the practice Framework of Design Research in classroom context proposed in this paper.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G40

【引证文献】