虚拟学习社区交互结构研究

发布时间：2018-08-11 18:11

【摘要】： 虚拟学习社区是信息化社会教育体系的重要组成部分,如何建立科学、合理的虚拟学习社区已经成为现代远程教育研究的热点问题。虚拟学习社区是处于时空准分离状态的师生通过网络交互“聚居”在一起而形成的网上学习社区,它不仅具有一定的电子“疆界”,集聚着一个群体,而且具有一定的教育文化理念。虚拟学习社区形成和发展的根本原因是交互,而不是网络技术。网络技术只能提供一定的电子“疆界”,而交互才是积聚人群,形成文化,实现教育目的的途径。认识交互结构,设计交互结构是开发交互结构系统、建设科学合理虚拟学习社区的基础性理论问题。虚拟学习社区中学习者主体性的提升和发展已经成为现代远程教育的主题,它影响着、规定着虚拟学习社区中的交互结构。从目前虚拟学习社区交互结构系统的实际运行效果来看,“以教师为中心”的交互结构虽然有利于基础知识的系统传授,但是不利于学习者主体性的培养;“以学生为中心”的交互结构似乎有利于学习者主体性的培养,但是又不利于学习者基础知识的学习,最终同样不利于学习者主体性的提升。从思维范式的视角来看,虚拟学习社区中“以教师为中心”的交互结构和“以学生为中心”的交互结构都是在“主体——客体”思维范式的引领下构建的,在这一思维范式的统摄下,即使我们主观上愿意将学习者作为主体来培养,但是客观上又不自觉地将学习者作为客体来认识,依据学习者客体发展规律来构建交互结构系统、培养其主体性显然是一个悖论。因此,我们应该在“主体间”思维范式的引领下,构建虚拟学习社区“教、学并重的交互结构”系统,形成、发挥和提升学习者的主体性。 “教、学并重的交互结构”是对教、学并重交互活动的结构化表达,它抽象于具体的教、学并重交互活动,又具体于教、学并重的教育思想,是沟通交互实践与交互理论的“桥梁”。不仅如此,从具体到抽象的逻辑来看,“教、学并重的交互结构”本身也具有不同的抽象“层次”类型,我们可以将其划分为表层结构和深层结构。划分“教、学并重互结构”的抽象“层次”类型,探究“教、学并重交互结构”的深层结构与表层结构是建设科学合理“教、学并重交互结构”系统的必然要求。 “教、学并重交互结构”的深层结构是虚拟学习社区所有交互结构共同深层结构的“表层结构”,因此,通过对师生单边交互结构与双边交互结构的分析,我们抽象出了虚拟学习社区交互的共同深层结构,并以师生主体间关系的基本教育哲学理念为指导,构建了虚拟学习社区“教、学并重交互结构”的深层结构模型,该模型是由从具体到抽象三个层次的交互(操作交互、信息交互与概念交互)相互依存、相互作用共同构成的结构体系。操作交互是其它所有交互发生的基础和条件;信息交互是在操作交互基础上展开的,信息交互存在的目的是促使有效概念交互的发生,设计、开发科学合理的信息交互系统是保证有效概念交互的重要条件;关注概念交互的结果是研究其它交互是否促进有效学习、是否促进学习者主体性提升的关键,它是考察其它交互质量的最重要指标。虚拟学习社区“教、学并重交互结构”的深层结构模型为我们进一步探究虚拟学习社区交互规律提供了新的思维框架,同时,明确了虚拟学习社区交互系统建设的重点。虚拟学习社区交互结构的表层结构实际上由深层结构的变换而生成和建构的。由于操作交互的必不可少性,以及概念交互生成于信息交互之中,因此,表层结构的推演主要由信息交互构成要素的变换及其相互关系的转换而生成的。同时,由于虚拟学习社区交互的出发点和终点都是学习者,所以学习者与内容之间的交互就成为推演虚拟学习社区交互表层结构类型的起点,即虚拟学习社区交互的深层结构向交互的表层结构转化的起点。基于以上考虑,笔者在推演表层结构的基础上,从“共时”和“历时”两个视角分析了虚拟学习社区目前急需开发的两类“教、学并重交互结构”的表层结构——协作式学习的表层结构与探究式学习的表层结构,并设计了相关案例,为虚拟学习社区“教、学并重交互结构”系统的开发提供了理论基础。最后需要说明的是,本文的创新在于: 第一,第一次从结构的视角探究了虚拟学习社区交互结构的基本构成要素和子系统,从理论上探讨了虚拟学习社区交互结构及其概念和特征。第二,分析了目前虚拟学习杜区交互活动结构的优缺点,提出了“教、学并重的交互结构”,构建了“教、学并重交互结构”的深层结构理论模型。第三,论证了“深层结构”与“表层结构”的关系,确定了深层结构向表层结构转化的“起点”,提出了“转化”的法则。
[Abstract]:Virtual learning community is an important part of education system in information society. How to establish a scientific and reasonable virtual learning community has become a hot issue in modern distance education research. The basic reason for the formation and development of virtual learning community is interaction, not network technology. Network technology can only provide a certain electronic "boundary", while interaction is the way to accumulate people, form culture and achieve educational purposes. Understanding the interactive structure and designing the interactive structure are the basic theoretical issues for developing the interactive structure system and building a scientific and rational virtual learning community.
The promotion and development of learner's subjectivity in virtual learning community has become the theme of modern distance education, which influences and stipulates the interactive structure in virtual learning community. Systematic teaching, but not conducive to the cultivation of learner subjectivity; "student-centered" interaction structure seems to be conducive to the cultivation of learner subjectivity, but also not conducive to the learning of learners'basic knowledge, and ultimately, is also not conducive to the promotion of learner subjectivity. The teacher-centered interaction structure and the student-centered interaction structure are all constructed under the guidance of the "subject-object" thinking paradigm. Under the guidance of this thinking paradigm, even though we are willing to cultivate learners as subjects, we recognize learners as objects objectively and unconsciously. It is obviously a paradox to construct the interactive structure system according to the law of learner's object development and to cultivate learner's subjectivity. Therefore, we should construct the interactive structure system of "teaching and learning equally" in the virtual learning community under the guidance of the "inter-subjectivity" thinking paradigm, so as to form, develop and enhance learner's subjectivity.
The interactive structure of teaching and learning is a structured expression of teaching and learning as well as interactive activities. It is abstract from concrete teaching and learning as well as interactive activities. Construction itself has different abstract "level" types, which can be divided into surface structure and deep structure. The Abstract "level" types of "laying equal stress on teaching and learning" can be divided. The deep structure and surface structure of "laying equal stress on teaching and learning" can be explored to build a scientific and rational "interactive structure of teaching and learning" system. The inevitable requirement.
The deep structure of the interactive structure of "teaching and learning are equally important" is the "surface structure" of the common deep structure of all the interactive structures of the virtual learning community. Therefore, through the analysis of the unilateral and bilateral interactive structures of teachers and students, we abstract the common deep structure of the interaction of the virtual learning community and teach the basic relationship between teachers and students. Guided by the philosophy of education, a deep structure model of interactive structure of virtual learning community is constructed. The model is composed of three levels of interaction (operation interaction, information interaction and concept interaction) from concrete to abstract. The interaction is the basis of all other interactions. Information interaction is based on operational interaction. The purpose of information interaction is to promote the occurrence of effective conceptual interaction. To design and develop a scientific and reasonable information interaction system is an important condition to ensure effective conceptual interaction. The deep structure model of "teaching and learning are equally important to interaction structure" in virtual learning community provides a new thinking framework for us to further explore the interaction law of virtual learning community, and at the same time, it clarifies the key points of interactive system construction in virtual learning community.
In fact, the surface structure of the interaction structure of virtual learning community is generated and constructed by the transformation of the deep structure. Because of the indispensability of operation interaction and the generation of conceptual interaction in information interaction, the deduction of the surface structure is mainly generated by the transformation of the elements of information interaction and their mutual relations. Because the starting point and end point of interaction in virtual learning community are learners, the interaction between learners and content becomes the starting point to deduce the surface structure type of interaction in virtual learning community, that is, the deep structure of interaction in virtual learning community is transformed into the surface structure of interaction. On the basis of the structure, this paper analyzes the surface structure of two kinds of "teaching, learning and interactive structure" which need to be developed urgently in virtual learning community from the perspectives of "synchronic" and "diachronic", namely, the surface structure of cooperative learning and the surface structure of inquiry learning. The development of the system provides a theoretical basis.
Finally, it needs to be explained that the innovation of this paper lies in:
Firstly, the basic elements and subsystems of virtual learning community interaction structure are explored from the perspective of structure for the first time, and the concept and characteristics of virtual learning community interaction structure are discussed theoretically.
Secondly, this paper analyzes the advantages and disadvantages of the interactive structure of Du-zone virtual learning, puts forward the interactive structure of paying equal attention to teaching and learning, and constructs the deep structure theoretical model of the interactive structure of paying equal attention to teaching and learning.
Thirdly, the relationship between "deep structure" and "surface structure" is demonstrated, the "starting point" of the transformation from deep structure to surface structure is determined, and the principle of "transformation" is put forward.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G434

【引证文献】