从共享到共生的e-Learning研究

发布时间：2018-03-13 09:07

本文选题：e-Learning　切入点：共享　出处：《南京师范大学》2012年博士论文　论文类型：学位论文

【摘要】：e-Learning运用信息技术建构学习体验,突破了数百年来人类学习的时空限制,给学习与教育带来了新的机遇与挑战。e-Learning是数字化生存时代新的学习方式,它将改变教育与学习的本质。传统的e-Learning实践与研究以“共享”为核心。然而,“共享”的行为难以构建高效可持续的学习系统与环境,“共享”的理念在信息社会与共生时代不断演进与变化,“共生”的行为与理念逐渐萌生与凸显。从共享到共生是e-Learning的现实转型与理论趋向。本研究结合实践案例归纳与理论演绎分析的方法,转变观察视角破解e-Learning现实困境,建构共生观念创新e-Learning认知思维。实践上,突破e-Learning研究聚焦于共享的传统,超越e-Learning概念本身,首先回答“学习是什么”、“考察的主体对象是什么”、“对既有e-Learning推进持何态度”以及“在时间与状态上如何进行案例考察”等问题。从而得出四个视角的转变。包括“学习不仅是知识获得,而且是实践共同体的参与”；“考察的主体对象不仅是个体学习,更重要的是共同体学习”；“从对传统教育技术研究中学习资源的批判态度到学习环境文化的尊重态度”；“对案例的考察,突破短时、静态的视角,迈向长时、动态的视角”。以此为基础,考察了一个e-Learning环境范例“视觉文化网”,发现其在共享的基础上不断生成新的范式、观念与思想,具体体现为：“从以生为本到和谐相生,在共享基础上生成的技术支持课程的范式”；“从内容共享到思想共生,在共享基础上成长的博主与博客”；“从话题共享到生态共生,在共享基础上发展的共同体交互”。发现共生的观念既是信息社会e-Learning的新范式,也是教育技术多维视角研究的共同趋向。理论上,借鉴共生哲学这一分析工具,从时代背景、哲学渊源进行探索,形成共生的e-Learning基本理念与实践策略,从而初步建构了e-Learning的共生观念。共生的e-Learning基本观念包括生命观、过程观、异质共存观、中和观、关系观以及生活观。共生的e-Learning实践策略包括建构生命学习环境、创建资源丰富的学习情境、组建学习者共同体、鼓励社会实践参与以及开发学习交互活动等。
[Abstract]:Using information technology to construct learning experience, e-Learning breaks through the space-time limitation of human learning for hundreds of years, and brings new opportunities and challenges to learning and education. E-Learning is a new learning method in the age of digital existence. It will change the essence of education and learning. The traditional e-Learning practice and research take "sharing" as the core. However, the behavior of "sharing" is difficult to build an efficient and sustainable learning system and environment. With the evolution and change of the symbiotic era, the behavior and idea of "symbiosis" gradually sprout and protrude. From sharing to symbiosis is the realistic transition and theoretical trend of e-Learning. This study combines the methods of practical case induction and theoretical deductive analysis, transforms the observation angle to solve the realistic dilemma of e-Learning, constructs symbiosis concept and innovates e-Learning cognitive thinking. In practice, it breaks through the tradition of e-Learning focusing on sharing and transcends the concept of e-Learning itself. "what is learning", "what is the subject of investigation", "what is the attitude to the advance of e-Learning" and "how to conduct case study in time and state" are answered first. "Learning is more than knowledge acquisition, It is also the participation of the community of practice ";" the subject of investigation is not only individual learning, What is more important is community learning ";" from critical attitudes towards learning resources in traditional educational technology research to respect for learning environment and culture ";" "examining cases, breaking through short and static perspectives, moving towards a long time," On the basis of the dynamic perspective, this paper examines the visual cultural network, an example of e-Learning environment, and finds that it generates new paradigms, concepts and ideas on the basis of sharing, which are embodied in: "from being born to living harmoniously." "Paradigm of Technology support courses generated on the basis of sharing"; "from content sharing to thought symbiosis, growing bloggers and blogs on the basis of sharing"; "from topic sharing to ecological symbiosis," The concept of symbiosis is not only the new paradigm of e-Learning in the information society, but also the common trend of the multi-dimensional perspective of educational technology. This paper explores the origin of philosophy, forms the basic concept and practical strategy of e-Learning, and constructs the symbiotic concept of e-Learning, which includes life view, process view, heterogeneous coexistence view, neutralization view, and so on. The symbiotic e-Learning practice strategies include constructing life learning environment, creating resource-rich learning situation, establishing learner community, encouraging social practice participation and developing learning interaction activities.
【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G434

【参考文献】