技术怎样促进学习:基于三类课堂的实证研究

发布时间：2018-07-16 16:11

【摘要】：基于"技术即学习者的生存方式"观点,学习技术被赋予新的内涵,即对技术孕育于整个学习过程的模式、方法和策略的描述,包括学习者选取与重构学习内容,构建适宜的学习环境,依据科学的学习策略执行学习活动等。CTCL研究范式接受了对学习技术的新理解,强调文化、技术、内容与学习者的统合。在该研究范式下,为了深入探究"技术怎样促进学习"这一核心命题,以学习者为中心进行技术设计,对G、M、L三类课堂从学习内容、资源表征、学习序列与学习方式四个方面进行实证研究,结果表明:(1)关于技术能否促进学习,目前的技术应用方式M课堂对学业成绩无显著影响,并且会增加学习者的认知负荷;而基于CTCL研究范式的L课堂则有利于提高学业成绩和促进学习者的ERP脑电发展。(2)关于技术如何促进学习,应重点关注学习内容、学习资源、学习活动等进行设计。(3)CTCL研究范式为真正关注学习、发挥技术效力提供了一条可尝试的路径。
[Abstract]:Based on the viewpoint of "technology is the way of life of learners", learning technology is endowed with new connotations, that is, the description of models, methods and strategies that technology is conceived in the whole learning process, including learners' selection and reconstruction of learning content. The research paradigm of CTCL, such as constructing suitable learning environment and carrying out learning activities according to scientific learning strategies, accepts a new understanding of learning technology and emphasizes the integration of culture, technology, content and learners. In this research paradigm, in order to probe into the core proposition of "how technology promotes learning", the learner-centered technology design is carried out to represent the learning content and resources of three classes. The empirical study on learning sequence and learning style shows that: (1) as to whether technology can promote learning, the current technology application mode M classroom has no significant influence on academic achievement, and it will increase learners' cognitive load; On the other hand, the L classroom based on CTCL research paradigm is beneficial to improve academic achievement and promote learners' ERP EEG development. (2) as to how technology can promote learning, we should focus on learning content and learning resources. (3) CTCL research paradigm provides a path that can be tried for truly paying attention to learning and giving full play to technical effectiveness.
【作者单位】：东北师范大学教育学部;天津职业技术师范大学教育技术系;上海师范大学教育技术系;
【基金】：全国教育科学“十二五”规划2014年度教育部青年课题“‘复杂问题解决’学习的实证研究”(ECA140369)
【分类号】：G434

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