“后人类”视阈下的网络化学习

发布时间：2018-08-12 09:32

【摘要】：随着技术不断融入人类生活,人类中心主义正在遭遇来自"后人类"的挑战。"后人类"不仅仅是一个新的实体概念,更是一种隐喻、一种思想和时代特征。深入教育的立基之本,"后人类"反对传统教育的"强制人性"基础,强调"发展人性";批判"等级制"人性,支持"民主化"人性;反对表征式的"抽象人性",提倡表现式的"实践人性"。"后人类"解构已有的身体,确立起网络化主体,意即所有行动者包括人、物、技术、精神等的网络化就是学习本体。与此同时,连通主义学习理论、网络化课堂教学以及行动者网络理论的新真理观和认识论的同等效力原理等,为网络化学习从盘旋在超俗的柏拉图空间落入与日常生活紧密相连的现实空间奠定了认识论基础。以"后人类"视阈来观照网络化学习,能管窥网络化学习发展的新天地:它孕育了网络化学习作为一种学习生命存在的新本质,要求对传统教师的本质和角色进行重新考察和重构,为课程创新尤其是批判性课程和个性化课程的建构提供了新的发展路向。
[Abstract]:As technology continues to integrate into human life, anthropocentrism is facing challenges from post-human. " Post-human "is not only a new concept of entity, but also a metaphor, an idea and a characteristic of the times." The foundation of in-depth education, "post-human" opposes the "compulsory humanity" foundation of traditional education, emphasizes "developing human nature", criticizes "hierarchy" human nature ", supports" democratization "human nature; It opposes the abstract human nature of representation and advocates the practical humanity of expression. " Post-human beings "deconstruct the existing body and establish the networked subject, which means that all the actors, including people, things, technology, spirit and so on, network learning ontology." At the same time, the connectedness learning theory, the network classroom teaching, the new truth view of the actor network theory and the principle of the equal effect of epistemology, etc. It lays the epistemological foundation for network learning to fall into the real space which is closely connected with daily life. Viewing network learning from the perspective of "post-human", we can see the new world of network learning development: it gives birth to network learning as a new essence of learning life existence. It is necessary to re-examine and reconstruct the essence and role of traditional teachers, which provides a new way for curriculum innovation, especially for the construction of critical curriculum and individualized curriculum.
【作者单位】：华南师范大学基础教育培训与研究院;华南师范大学中小学教师发展与管理研究中心;暨南大学华文学院;
【基金】：2013年度全国教育科学“十二五”规划教育部青年课题“行动者网络理论视角下的高校青年教师教学发展路径研究”(EIA130417)
【分类号】：G434

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