基于碎片化问题的非线性认知模式研究
发布时间：2018-07-16 13:56
【摘要】：数字化学习带来了全新的学习体验,网络成了自我的延伸,通过关联社会关系网络,扩大了学习的内容支撑作用,也在无形中提升了自我的学习认知能力。但网络化的知识内容的非线性呈现方式,无法避免信息超载、知识泡沫化、学习内容的微型化和认知的碎片化等问题,易造成学习者迷失学习方向、认知超载、难以整合完整知识结构实现知识系统性还原。易造成学习者的认知负荷加剧,成了滋生浅层学习的温床,难以实现深度学习的开展。通过运用关联主义和建构主义理论,分析在人际网络和知识网络中,知识的组织呈现和表征方式的变化,借此探讨认知策略(Cognitive Strategy)在社会知识平面无限扩展的情况下,如何聚合碎片化内容,提高深层次的信息加工、批判性的高阶思维能力,实现知识转化、知识迁移和知识的主动建构,促进碎片化学习模式和方法的实现和应用。
[Abstract]:Digital learning has brought a new learning experience, the network has become an extension of the self, through the network of social relations, expand the content of learning support, but also improve the learning and cognitive ability of their own. However, the nonlinear presentation of networked knowledge content can not avoid the problems of information overload, knowledge bubble, learning content miniaturization and cognitive fragmentation, which can easily lead to learners losing their learning direction and cognitive overload. It is difficult to integrate the complete knowledge structure to realize the systematic reduction of knowledge. It is easy to cause learners' cognitive burden to intensify and become a breeding ground for shallow learning, and it is difficult to carry out in-depth learning. By using the theories of relevance and constructivism, this paper analyzes the changes in the presentation and representation of knowledge in interpersonal networks and knowledge networks, and explores the situation that cognitive strategy expands infinitely in the plane of social knowledge. How to aggregate the fragmented content, improve the deep-level information processing, critical high-order thinking ability, realize knowledge transformation, knowledge transfer and active construction of knowledge, promote the realization and application of fragmentation learning mode and method.
【作者单位】： 浙江广播电视大学开放与远程教育研究院;
【基金】：全国教育信息技术研究“十二五”规划课题“网络环境下基于微内容的自组织学习模式研究”(课题编号:136241411) 浙江省教育厅2013年度科研计划项目“开放大学创新教学模式实践研究——基于技术支持的协同教学”(课题编号:Y201329006) 2014年浙江省高校教育科学规划课题“开放大学多元化发展路径选择:基于应用型地方高校建设的视角”(课题编号:2014SCG189) 2014年度浙江省职业教育与成人教育协会科研课题“创业导向下农民大学生数字化学习能力培养模式”(课题编号:14-高08)
【分类号】：G434
[Abstract]:Digital learning has brought a new learning experience, the network has become an extension of the self, through the network of social relations, expand the content of learning support, but also improve the learning and cognitive ability of their own. However, the nonlinear presentation of networked knowledge content can not avoid the problems of information overload, knowledge bubble, learning content miniaturization and cognitive fragmentation, which can easily lead to learners losing their learning direction and cognitive overload. It is difficult to integrate the complete knowledge structure to realize the systematic reduction of knowledge. It is easy to cause learners' cognitive burden to intensify and become a breeding ground for shallow learning, and it is difficult to carry out in-depth learning. By using the theories of relevance and constructivism, this paper analyzes the changes in the presentation and representation of knowledge in interpersonal networks and knowledge networks, and explores the situation that cognitive strategy expands infinitely in the plane of social knowledge. How to aggregate the fragmented content, improve the deep-level information processing, critical high-order thinking ability, realize knowledge transformation, knowledge transfer and active construction of knowledge, promote the realization and application of fragmentation learning mode and method.
【作者单位】： 浙江广播电视大学开放与远程教育研究院;
【基金】：全国教育信息技术研究“十二五”规划课题“网络环境下基于微内容的自组织学习模式研究”(课题编号:136241411) 浙江省教育厅2013年度科研计划项目“开放大学创新教学模式实践研究——基于技术支持的协同教学”(课题编号:Y201329006) 2014年浙江省高校教育科学规划课题“开放大学多元化发展路径选择:基于应用型地方高校建设的视角”(课题编号:2014SCG189) 2014年度浙江省职业教育与成人教育协会科研课题“创业导向下农民大学生数字化学习能力培养模式”(课题编号:14-高08)
【分类号】：G434
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