给养视域下网络学习环境的生态结构新解

发布时间：2018-02-05 03:44

本文关键词： 网络学习环境给养生态化结构　出处：《电化教育研究》2016年11期 　论文类型：期刊论文

【摘要】：给养作为环境的使用者与环境之间的关系存在,代表既与有机体相关又与环境相关的意义,同时也潜在地提供了一种弥合技术和教学之间的鸿沟的途径,对于解释学习者与网络学习环境之间的生态化交互结构与规律有着非常重要的意义。从给养的视角来看,学习者与网络学习环境之间存在着自然相关、动态适应的生态化互动关系,共同构建网络学习的生态系统。文章从给养分类的视角,建立网络学习环境的给养结构。给养的分类,第一层面是对真实的给养和可感知的给养的区分;第二个层面是对功能给养、感官给养、认知给养、物理给养的区分;第三个层面则是对教育的、社会的、技术的给养的区分;还有正面的和负面的给养。该结构试图展现网络学习环境中给养的层次与类型,也就进一步规定了环境的功能,并对给养的设计起到直接的导向作用。
[Abstract]:As the relationship between the environment and the environment, the relationship between the user and the environment represents both the meaning of the organism and the environment, and potentially provides a way to bridge the gap between technology and teaching. It is of great significance to explain the ecological interaction structure and law between learners and e-learning environment. From the perspective of supply, there is a natural correlation between learners and e-learning environment. The ecological interactive relationship of dynamic adaptation, together to construct the ecosystem of network learning. From the point of view of the classification of supply and nutrition, this paper establishes the supply structure of the network learning environment and the classification of supply. The first level is the distinction between real supply and perceptible supply; The second level is the distinction between functional supply, sensory supply, cognitive supply and physical supply. The third level is the distinction between education, society and technology. The structure tries to show the level and type of supply in the network learning environment, which further defines the function of the environment, and plays a direct guiding role in the design of supply.
【作者单位】：天津师范大学教育科学学院;北京师范大学教育学部;
【基金】：2016年度教育部人文社会科学研究青年基金项目“创客教育教师专业化培养支持系统构建理论与实践研究”(项目编号:16YJC880036) 2014年度天津市艺术科学规划项目“新媒体艺术及教育应用研究”(项目编号:A14079)
【分类号】：G434
【正文快照】： 远程教育的健康可持续发展离不开优质的网络学习环境的支撑,如何设计有效的网络学习环境,更好地支持远程学习者的网络学习,是当前我国远程教育研究者亟须面对和解决的课题。网络学习环境基本理论是指导其应用与发展的“风向标”,忽视其研究将使网络学习环境的研究与发展迷失方

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