中国电化教育

该文立足当前学习空间应用缺少关注认识发生规律而难以真正实现助力以学习为中心的问题,以发生认识论和五维学习设计为学理依据构建了学习空间的应然助力路径。首先,通过分析理论观照得到学习空间应用需要体现遵循认知发展阶段的层次和学习结构的样态;其次,在分析学习空间运作原则和相关影响变量的基础上得到,学习空间作为认识发生的中介物,其运作机制在于从提供间接物化支持的角度与学习结构中人、境、事、脉四个维度协同作用,并由此构建了运作机制模型;最后,基于运作过程构建了"发生认识论(16)学习活动(16)(学习环境)学习空间"这样一条学习空间应用的顺序路径和以五维学习设计为结构表征的应用实践路径,并以初中阶段为例对应用路径展开了详释,以期为新型教学模式探索者提供指导。

Based on the problem that the current application of learning space does not pay attention to the occurrence law of cognition, and it is difficult to really help the learning-centered, this paper constructs the ought to help path of learning space on the basis of genetic epistemology and five-dimensional learning design. Firstly, through the analysis of theory, it is concluded that the application of learning space needs to follow the cognitive development stage and the learning structure; Secondly, based on the analysis of the operating principles and related influencing variables of learning space, it is concluded that the operating mechanism of learning space, as the intermediary of cognition, lies in the synergy of the four dimensions of people, scenes, events and threads in the learning structure from the perspective of providing indirect materialized support; Finally, based on the operation process, a sequential path of learning space application, namely “genetic epistemology(16) learning activity(16)(learning environment) learning space”, and a practical path of learning space application characterized by five-dimensional learning design are constructed. And take junior high school stage as an example to explain the application path in detail, in order to provide guidance for the explorers of new teaching mode.