协同学习系统的建构与应用研究

发布时间：2018-05-07 03:14

本文选题：协同学习系统 + 场域　；参考：《华东师范大学》2009年博士论文

【摘要】： 无论是从教育变革与学习创新的当代需求,还是从教学目标和学习结果的时代取向,教育者和研究者都强调学习的整体品质和学习者的协调发展。然而现有学习系统的局限性难以支持和关注学习情境中的文化变量和认知变量,从而无法支持知识时代的学习变革。本研究将学习的多维要素引入场动力学视野,提出了协同学习系统(SLS:Synergistic Learning System)这一概念框架,这一新框架以系统协同思想和知识创新建构为基础,对传统学习系统进行了整体论、知识观、个体-群体维度、认知加工维度上的重构与拓展,从整观与协同的思维关注知识创新和协调发展,以适应当前网络时代社会结构和技术要求,满足社会变革和学习创新需要。协同学习系统定位为知识时代的学习系统新框架,是一个由社会要素和技术要素相互作用构成的、以达成个体协调发展与群体有序互动的有机整体和框架。基于学习系统中的认知加工的深度和认知主体的属性,协同学习系统建立了从文化变量、认知变量到学习技术系统构量之间的映射关系,主张在全人发展学习环境中进行协同汇聚、合作创新,其目标在于促进手脑并用、知行合一、培养情智一体的人。这一新框架的构建与应用无疑是一个复杂的过程。借鉴目前日渐兴起的设计研究范式(DBR:Design-based Research),经过四年多的系统研究,本文初步系统地构建协同学习系统的理论模型与框架、协同学习原理与机制、协同学习设计与应用框架,并通过实证分析来检验和完善协同学习系统模型及其框架,为学习系统变革及教学改革提供了一种理论模型与实践框架。具体研究思路为,以构建协同学习系统为基本框架,考量新框架的现实意义,选择知识建构作为其应用的核心展开设计研究。在理论—技术—实践—评价反思的交互中精致循环迭代,不断充实研究框架和研究制品。全文共分四个部分: 第一部分为境脉问题分析。包括引言和第一章。通过文献分析、理论阐释与实践观察,分别从知识观、个体-群体维度、学习隐喻和整体观四个层面对学习系统的境脉进行系统的梳理和探析,以回应知识时代学习的李约瑟难题:知识时代在丰富的信息技术条件中个体的知识建构和自身发展反而是成为不能适应时代的发展和需求。本部分主要阐述了问题的提出和研究的意义及必要性,并对相关学习系统框架进行了多层次、多视角的探析。第二部分为理论建构与模型开发。包括第二章和第三章。在境脉问题分析的基础上,基于教育、心理、课程与教学、教育技术学、信息科学、管理科学等诸多领域众多专家的充实的研究成果,尤其是得益于祝智庭教授的原创性思维,本部分系统地提出了“协同学习系统”这一概念框架,采用理论构建和结构化思维的方法,系统构建了协同学习系统元模型、场域模型及其动力学,分析了协同学习系统的理论框架和实践维度,提炼了支持知识建构的协同学习机制与原理,分别从五个大的原则及二十条推论进行系统建构,分别是深度互动、汇聚共享、集体思维、合作建构及多场协调,为协同学习的实践设计提供了指南。第三部分为实践设计与应用框架。包括第四章。本部分协同学习设计(Designof Synergistic Learning)一词来表述协同学习系统框架内的学习活动的开发方法,并开发了协同学习设计模型来构建灵活的活动体系和技术环境,以支持协同学习的实现和实践。同时,从协同学习系统元模型及学习原理出发,结合技术的必要隐喻,设计了知识标注工具、集体思维工具以及知识建构工具,并从技术上得以实现,为支持知识建构的协同学习的实践应用提供了支持。通过建构协同学习设计模型,可以建立一种在理论上更加一致的方法来关联不同的模式与学习的期望特征,在教学设计中映射到相关的活动、工具和资源(包括人力和技术的)来支持它。本章首先建构了协同学习设计模型,同时描述这一模式的实践框架,包括活动设计、场域构建、技术设计和知识建构应用框架。第四部分为扩展评价与实证分析。包括第五章和结语。本研究采用实验研究,以协同学习工具套件为技术系统支持协同学习环境构建实验情境,进行协同学习效果分析和知识建构使能机制研究。研究采用问卷调查、口语报告分析、内容分析等方法进行实证研究。研究支持了协同学习元模型及其知识建构模型的合理性,描述了在学习过程中的知识建构机制,实证了协同学习工具在支持学习者知识建构过程中的作用与效果。在扩展评价部分,以国内有影响力的教改案例作为境脉扩展的依据回馈协同学习的基本框架,进一步论证协同学习系统的合理性与支持知识建构的可行性。结语部分对本研究的主要观点、创新之进行了研究总结,对本研究中的理论建构、技术设计、应用框架以及方法论方面进行了系统审视和反思,并提出了未来研究的取向。
[Abstract]:Both educators and researchers emphasize the overall quality of learning and the coordinated development of learners, whether from the contemporary needs of educational change and learning innovation, as well as in the orientation of teaching goals and learning results. However, the limitations of the existing learning system are difficult to support and pay attention to the cultural and cognitive variables in the learning situation. The method supports the learning change in the knowledge era. This study introduces the multi-dimensional elements of learning to the field of dynamics, and proposes the conceptual framework of SLS:Synergistic Learning System. This new framework is based on the system synergy thought and knowledge innovation construction, and carries out the holism, the knowledge view, and the individual to the traditional learning system. The group dimension, the reconstruction and expansion of the cognitive processing dimension, the thinking of the whole view and synergy is concerned with the knowledge innovation and coordinated development, in order to adapt to the social structure and technical requirements of the current network age, and meet the needs of social change and learning innovation.
Cooperative learning system is a new framework of learning system in the knowledge age. It is an organic whole and framework which is composed of social elements and technical elements to achieve the coordinated development of individuals and the orderly interaction of groups. Based on the depth of cognitive processing and the attributes of recognition subjects in the learning system, the cooperative learning system is established from the cooperative learning system. Cultural variables, cognitive variables and the mapping relationship between the construction of learning technology system, advocating synergistic convergence and cooperation innovation in the whole human learning environment, the aim of which is to promote hand brain and use, realize unity and cultivate people with intelligence and intelligence. The construction and application of this new framework is no doubt a complicated process. The design research paradigm (DBR:Design-based Research), after more than four years of systematic research, preliminarily constructs the theoretical model and framework of collaborative learning system, cooperative learning principle and mechanism, collaborative learning design and application framework, and through empirical analysis to test and improve the collaborative learning system model and its framework. Learning system reform and teaching reform provide a theoretical model and practical framework.
The specific research idea is to build a collaborative learning system as the basic framework, consider the practical significance of the new framework, select the knowledge construction as the core of its application and develop the design research. In the interaction of theory, technology, practice and evaluation, it iteratively iterate through the interaction and enrich the research framework and research products. The full text is divided into four parts:
The first part is the analysis of the problem of context. It includes the introduction and the first chapter. Through the literature analysis, the theoretical interpretation and the practical observation, it systematically combs and analyses the context of the learning system from four layers of knowledge view, individual group dimension, learning metaphor and holistic view, in response to the Joseph Needham problem of learning in the knowledge age: the knowledge age is in the era of knowledge. In the rich information technology conditions, the knowledge construction and self development of the individual are not suitable for the development and demand of the times. This part mainly expounds the significance and necessity of the question and research, and analyses the framework of the related learning system from many levels and multiple perspectives.
The second part is the theoretical construction and the model development, including second chapters and third chapters. On the basis of the analysis of the problem of context, the research results of many experts in many fields, such as education, psychology, curriculum and teaching, education technology, information science, management science and so on, are especially benefited from the original thinking of Professor Zhi ting. The conceptual framework of collaborative learning system is put forward. The metamodel of collaborative learning system, field model and its dynamics are systematically constructed by using the method of theoretical construction and structured thinking. The theoretical framework and practical dimensions of the cooperative learning system are analyzed, and the cooperative learning mechanism and principles supporting knowledge construction are extracted and the principles are extracted. The system is constructed from five major principles and twenty corollaries, which are deep interaction, convergence and sharing, collective thinking, cooperative construction and multi field coordination, which provide guidance for the practical design of collaborative learning.
The third part is the framework of practical design and application. It includes fourth chapters. This part describes the development method of learning activities in the framework of collaborative learning system (Designof Synergistic Learning), and develops a collaborative learning design model to build a flexible dynamic system and a technical environment to support collaborative learning. At the same time, starting from the metaphorical model and learning principle of cooperative learning system, combining with the necessary metaphor of technology, a knowledge tagging tool, a collective thinking tool and a knowledge construction tool are designed, which can be realized in technology, and provide support for the practical application of collaborative learning supporting knowledge construction. It can establish a more consistent approach in theory to associate different patterns and learning expectations, mapping related activities, tools and resources (including manpower and Technology) to support it in instructional design. This chapter first constructs a collaborative learning design model, and describes the practical framework of this model, including activities. Design, field construction, technology design and knowledge construction application framework.
The fourth part is the extended evaluation and the empirical analysis. It includes the fifth chapters and the conclusion. This study uses the experimental research, uses the collaborative learning tool kit as the technical system to support the cooperative learning environment to construct the experimental situation, carries out the cooperative learning effect analysis and the knowledge construction to study the mechanism. The research adopts the questionnaire survey, the oral report analysis and the content of the research. The research supports the rationality of the synergetic learning metamodel and its knowledge construction model, describes the knowledge construction mechanism in the learning process, and demonstrates the role and effect of the cooperative learning tool in the process of supporting the knowledge construction of the learners. In order to further demonstrate the rationality of collaborative learning system and the feasibility of supporting knowledge construction for the basis of the basic framework of feedback cooperative learning, the conclusion is made on the main points of this study and the innovation of this research, and the theoretical construction, technical design, application framework and methodology of this study are carried out. Review and reflect on it, and put forward the orientation of future research.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G434

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