中国电化教育

"人人通"是"三通工程"的核心,网络学习空间的持续建设与普及应用是"十三五"期间我国教育信息化工作的重点。当前,国内研究和实践领域对网络学习空间的认识仍较为模糊,直接影响了"人人通"工作的顺利推进。网络学习空间在我国的发展最早可以追溯到二十一世纪初,大体呈现三个发展阶段,分别是初始探索阶段、系统推进阶段和融合创新阶段。我国网络学习空间的建设正在步入融合创新阶段,呈现出一体化、数据化、智能化与个性化发展趋势。同时,也面临一些现实问题:(1)空间认知缺乏共识,建设呈盲目状态;(2)活跃度不够,缺少实质性的、常态化的应用;(3)智能性不足,空间数据尚未有效利用;(4)纽带作用不明显,联通价值没有充分发挥。文章最后对我国网络学习空间的发展提出几点建议:(1)持续推进空间的标准化建设,探索空间的互联互通机制;(2)积极探索空间常态化应用模式,建立空间应用推进机制;(3)加强空间数据安全与运营监管,保护师生隐私;(4)加大空间研究力度,以研究带动空间建设与应用的深入发展;(5)关注空间学习者的学习状态,完善网络学习保障机制。

"People Interconnection" is the core of "Three Unicom Plan". The continual construction and application is one of the key tasks in the 13 th Five-Year plan of educational informationization. At present, people still don't know the concept of Learning Cyberspace clearly, which hinder the development of People Interconnection. Since the early year of 21 th century, the development of Learning Cyberspace in China has presented three stages, including initial exploration stage, systematic promotion stage and integrated innovation stage. It shows some new characteristics consisting of unifying, data-centered, intelligent, and individualized. Meanwhile, some problems still exits:(1) no consistent knowledge of Learning Cyberspace and blind construction;(2)lack of user activity, no habitual and continual application;(3)not so intelligent, educational data has not been used effectively;(4) the connection value has not play a role. Finally, some suggestions were presented:(1)promote the standard construction of learning Cyberspace, explore the mechanism of system interconnection;(2)design the habitual application model of learning cyberspace, build the promotion mechanism;(3)strengthen the safeguard of data and cyberspace operation;(4) encourage more researchers conduct learning cyberspace studies, lead the development of learning cyberspace by research;(5)pay attention to students' learning status, and improve the guaranteeing mechanism.