继承与突破：Second Life 中的教育问题研究

Succession and Breakthrough——Research of Educational Problems in Second Life

作为最典型、最流行的多用户虚拟环境(Multi-user Virtual Environment，简称MUVE) 系统，Second Life (第二人生，简称SL)正受到越来越多的教育研究者的关注，Second Life 的教育研究已经成为教育技术领域研究热点之一。一方面，SL 的教育研究继承了e-Learning 尤其是协作虚拟环境( Collaborative Virtual Environ-ment，简称CVE)的研究成果，例如，三大学习理论仍作为SL 中学习活动设计的基本指导理论；ADDIE 模式仍适用于SL 中的教学设计；SL 同样面临着CVE 的不流畅用户协作问题。另一方面，SL 的教育研究又在寻求突破，例如，SL 作为学习支持环境呈现独特的功能；SL 中用户的个体认知行为和群体交互行为呈现新的特征；传统的多媒体教学设计原理面临新的挑战；联接主义学习观、语言学、社会文化学等成为研究SL 的新视角。目前SL 的教育研究在国内尚处于起步阶段，研究资料较少。本文主要基于外文文献调查的方法，梳理了国外SL 的教育研究脉络，综合介绍了SL 中各种教育问题的研究状况和成果，主要内容包括：SL 中的学习环境、SL 中的学习理论、SL 中的教学设计、SL 中的学习者、SL 的教育实践效果，旨在为国内同行进一步研究SL 提供思路、拓宽视野。

As the most popular and typical Multi-user Virtual Environment system, Second Life (SL) is increasingly catching attentions of educational researchers. On one hand, educational research of SL inherits the achievements from studies of e-learning and Collaborative Virtual Environment(CVE). For example, the three learning theories (behaviorism, cognitivism and constructivism) are still the theoretical underpinnings of instructional design in SL. In addition, the ADDIE model is still applicable to the design of instructions in SL. And the inconsistent experience in SL is still the main obstacle for learning. On the other hand, educational research in SL has made some breakthroughs. For example, research discovered the unique functions of SL as a learning environment, and recognized new characteristics of individual cognition and interpersonal interaction. Accordingly, principles of multimediabased instructional design are facing challenges, and connectivism, linguistics, and sociology are becoming the new perspectives of research on SL. Due to the scarcity of resources in China, this paper is based on reviews of literature from other parts of the world. We analyzed the courses of educational research in SL, by synthesizing the statusand achievements of current research. The authorss discuss the following aspects: learning environment in SL, learning theories, instructional design in SL, learners in SL and instructional practice in SL. The authors aims to provide insights on the international research on SL and to guide future research.