中国电化教育

当前，以人工智能、物联网、大数据、数字孪生为代表的技术正在重塑学习形态，仅从内涵特征、价值功能维度研究学习空间的局限性逐渐显现出来，特别是难以解释新兴数字技术背景下“人”的发展与变化。有鉴于此，以人的发展为分析视角，构建“边界-权力”二维分析框架，试图探讨数字时代学习空间中个体的边界与权力问题。其中，就边界而言，依据学习者个体认知框架和心理需求的时空限定，划定了个体学习实践的时空边界、理性边界与认知边界；就权力而言，数字时代学习空间中的权力呈现出向学习者个体回归的历程，即在自治权上表现为个人学习时空内的自我配置，在决策权上表现为双重中介下的自我组织，在选择权上表现为认知偏向下的自我授权。从“人”的动态性变化出发，使得边界划分与权力回归无限接近于个人，关于学习空间的理论也逐渐趋向个人理论与个体效果，有利于为主体行动者寻觅并确立位置，满足学习者真实的学习需求，从而制造因人而异的学习路线。

At present, technologies represented by artificial intelligence, Internet of Things, big data and digital twins are reshaping the learning form, and the limitations of studying the learning space only in terms of connotative characteristics and value and function dimensions have gradually emerged, especially the difficulty of interpreting the development and changes of “people” in the context of emerging digital technologies. In view of this, we take human development as the analytical perspective and construct a two-dimensional analytical framework of “boundary-power”, trying to explore the boundary and power of individuals in the learning space in the digital era. Among them, in terms of boundaries, based on the spatial and temporal limitations of learners' individual cognitive frameworks and psychological needs, the spatial and temporal boundaries, rational boundaries and cognitive boundaries of individual learning practices are delineated; in terms of power, the power in the learning space in the digital era shows a return to the individual learner, i.e., it is manifested as a self-configuration of individual learning space and time in terms of autonomy, and selforganization of dual-mediation in terms of decision-making power, and in terms of cognitive bias in terms of choice. In the power of choice, it is the self-authorization under the cognitive bias. Starting from the dynamic change of “human”, the boundary demarcation and the return of power are infinitely close to the individual, and the theories about learning space are gradually converging to the personal theory and individual effect, which is conducive to finding and establishing the position for the main actors and meeting the real learning needs of the learners, so as to create different learning routes according to the individual.