远程学习中教学交互层次塔的哲学基础探讨

发布时间：2018-08-13 13:58

【摘要】：远程学习教学交互层次塔因深入揭示了远程学习中教学交互发生的过程而受到研究者的广泛关注。本研究首先概述了哈贝马斯交往理论的核心概念与思想,包括交往行为与语言交往的三大有效性原则、交往理性与理想的话语情景、主体间性。基于此,结合主体在由客观、社会、主观内在三个世界组成的生活世界中的交往特点,将其与教学交互层次塔的核心思想以及三层教学交互的关系进行了系统分析,并从交往理性、主体间性两个方面分析其对远程学习教学交互带来的新认识与启示。研究发现哈贝马斯基于生活世界的交往行为以及交往理性的概念为远程学习教学交互层次塔提供了有力支持,与教学交互层次塔的核心思想具有较强的一致性,是远程学习教学交互层次塔理论的哲学基础。交往行为理论中理想的话语情境以及所倡导的主体间性可以支撑和深化我们对远程学习教学交互的认识。该研究从哲学层面上对远程学习教学交互层次塔理论进行了补充和完善,有助于建构完整的远程学习教学交互理论体系。
[Abstract]:The interactive level tower of distance learning has been widely concerned by researchers for revealing the process of teaching interaction in distance learning. This study first summarizes the core concepts and ideas of Habermas' theory of communication, including the three principles of effectiveness of communicative behavior and language communication, communicative rationality and ideal discourse situation, and intersubjectivity. Based on this, combined with the communicative characteristics of the subject in the life world which consists of objective, social and subjective inner three worlds, this paper systematically analyzes the core idea of the three levels of teaching interaction tower and the relationship between the three levels of teaching interaction. It also analyzes its new understanding and inspiration to the distance learning teaching interaction from two aspects of communicative rationality and intersubjectivity. It is found that Habermas' communicative behavior based on the life world and the concept of communicative rationality provide a strong support for distance learning interaction level tower, and have strong consistency with the core idea of teaching interaction level tower. It is the philosophical foundation of the theory of interactive hierarchy tower in distance learning. The ideal discourse situation and intersubjectivity advocated in communicative behavior theory can support and deepen our understanding of distance learning interaction. This study complements and perfects the theory of distance learning interaction level tower from the philosophical level, which is helpful to construct a complete distance learning interaction theory system.
【作者单位】：江南大学教育信息化研究中心;北京师范大学远程教育研究中心;华中师范大学国家数字化学习工程技术研究中心;北京开放大学社会教育学院;
【基金】：2015年度教育部人文社会科学研究青年基金项目“联通主义学习情境(c MOOCs)中的教学交互特征与规律研究”(项目编号:15YJC880093) 江苏省教育科学“十二五”规划2015年度课题“以MOOCs为契机的新型高等教育教学模式研究”(项目编号:D/2015/01/06) 江苏城市职业学院“十二五”规划课题“师生对远程学生支持服务功能重要性感知对比研究”(项目编号:14SEW-Z-001)的资助
【分类号】：G434

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