e-Learning新解:网络教学范式的转换

发布时间：2018-03-30 06:42

本文选题：e-Learning　切入点：接受认知范式　出处：《远程教育杂志》2009年03期

【摘要】：当代学习理论正在发生有意义的变化,学习越来越多的被认为是建构认知、分布式认知和情境认知的过程,而不仅仅是知识的传递;越来越关注知识协同建构的社会本质,知识协同建构受共同体的影响。Web2.0技术在e-Learning中的应用更加关注学习过程的参与性,强调通过师生、生生之间的学习活动来促进知识内容的内化,通过学习活动的序列化,来支持多种实践导向的教学模式。而普适计算技术的发展,使得学习无时不在、无处不在、按需适应成为可能。在学习理论发展和信息技术发展的双重推动下,网络教学正实现从接受认知范式到建构认知范式再到分布式情境认知范式的转换,这反映了e-Learning从技术向教育回归的基本趋势。
[Abstract]:The contemporary learning theory is undergoing meaningful changes. Learning is more and more regarded as the process of constructing cognition, distributed cognition and situational cognition, not just the transfer of knowledge, and more and more attention is paid to the social essence of knowledge co-construction. The application of Web 2.0 technology in e-Learning pays more attention to the participation of learning process, emphasizing the internalization of knowledge content through the learning activities between teachers and students, and the serialization of learning activities. To support a variety of practice-oriented teaching models. With the development of pervasive computing technology, learning is everywhere and it is possible to adapt on demand. Network teaching is transforming from accepting cognitive paradigm to constructing cognitive paradigm to distributed situational cognitive paradigm, which reflects the basic trend of e-Learning from technology to education.
【作者单位】：北京师范大学现代教育技术研究所;淄博师范高等专科学校;
【基金】：全国教育科学“十一五”规划国家重点课题“以教育技术促进学校教育创新研究”(课题编号:ACA07004) 教育部重点课题“‘一对一’网络环境下的教学效率提升研究”(DCA080114)项目支持
【分类号】：G434

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