基于学习自由性对技术融合于课堂问题的理论探讨

发布时间：2018-02-25 19:26

本文关键词： 学习活动学习自由工具理性技术能力　出处：《电化教育研究》2017年06期 　论文类型：期刊论文

【摘要】：学习者是学习活动的主体,将与教学者、学习资源等各类要素之间发生丰富的关联,技术与课堂融合的根本意义在于能够为学习者建构或重塑这些关联,并于此过程中使得学习者对原始学习意义的价值追求得以实现。基于此研究目的,分别以前提、核心内涵和重要保证为方向讨论了"融合"所需具备的重要特征,指出学习活动中的自由性原本就是个体解放的根本,其中的认知行为与课堂组织性之间互为依据存在,体现学习自由性的要领便在于使得技术的能力与组织性之间建立新的关联,以缓解或缓和当前课堂上的既有矛盾,继而,技术能力与行为自由的同一性、技术的系统性便是横亘其间的重要内容。分析和探讨的最终结果表明:融合是一个伴随着技术以其"一般化"实践价值理性的过程而实现回归原始学习意义、实现学习者价值诉求的过程。
[Abstract]:Learners are the main body of learning activities, which will have rich connections with teachers, learning resources and other elements. The fundamental significance of the integration of technology and classroom is that they can be constructed or reshaped for learners. In this process, the learner's pursuit of the value of the original learning significance can be realized. Based on this research purpose, this paper discusses the important characteristics of "fusion" in the direction of premise, core connotation and important guarantee, respectively. It is pointed out that freedom in learning activities is originally the foundation of individual liberation, in which cognitive behavior and classroom organization exist on the basis of each other. The key to embody the freedom of learning lies in establishing a new connection between the ability of technology and organization, so as to alleviate or ease the existing contradictions in the current classroom, and then, the identity between the technical ability and the freedom of behavior. The systematization of technology is an important part of the process. The final results of analysis and discussion show that the fusion is a process of "generalizing" practical value rationality to realize the return to the original learning meaning. The process of realizing the value demand of learners.
【作者单位】：浙江工业职业技术学院汽车学院;
【基金】：全国教育信息技术研究“十二五”规划2014年度重点课题“技术能动性研究及其学习系统构建”(课题编号:146221888)
【分类号】：G434

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