参与式学习环境设计研究———以N大学“学习科学导论”研究生课程为例

Study on Design of Participatory Leaning Environment: Based on Bilingual Graduate Course Introduction to the Learning Sciences

为寻求教育学研究生课程自身形态上的突破，本着“以‘学习科学’之名，行‘学习科学’之实”的理念，研究者扎根于N大学教育研究院“学习科学导论”(双语)研究生课程的现实情境，试图以学习科学代表性方法论设计研究为指导，历经近三年的三轮迭代循环，应用已有研究成果形成参与式学习环境设计的理论基础和设计框架，逐步建构和完善参与式学习环境。参与式学习环境是一种促进学生通过参与真实实践活动而实现有效学习的支持性环境，学生作为“共同设计者冶与教学团队协作设计和实施教学，从而使他们能够从参与式学习环境中获得更多机会以提升专业实践技能并发展其专业身份。为了探明参与式学习环境的有效性，研究者综合采用课堂观察、视/音频记录、问卷调查与访谈等多种方法对参与式学习环境设计的演变过程及学生在其中的表现与体验做出详细记录，并收集学生在参与式学习环境中所生产的各类产品(如反思周记、教学方案等)以了解学生在参与式学习环境中的发展。研究结果显示，全体学生表示出对参与的积极态度，认为这种参与在教育学研究生课程中是必要的体验;通过参与设计实践，学生更加深入地理解和掌握学习科学的相关知识，增强了专业实践技能，并且提升了对教育实践和研究的认识;由于学生的积极参与，参与式学习环境也获得了持续性改善，由此进一步提升学生的课程体验，形成更符合学习者需求的课程;学生参与受到时间与精力、学习观念、专业知识与技能以及团队协作状况等因素的影响，学习共同体内部的人际/组间互动与协作是保证和促进学生参与的重要机制。

Using design research methodology， through three iterations in nearly three years， the researchers applied established theories to form design foundations and framework of Participatory Learning Environment (PLE) for a bilingual graduate course， Introduction to the Learning Sciences in Institute of Education， N University. Participatory leaning environment (PLE) is a type of supportive learning environment which helps students effectively learn through involving in authentic practical activities. In this study， PLE is defined as the integration of a series of supportive conditions， where students can acquire knowledge， develop skills and build identity through participating in authentic practical activities， which are closed to their experience. In PLE， students participate in the course not only as learners but as designers， through close collaboration between teacher-students and student-student. Thus， graduate students in Education can get more opportunities to enhance their professional practical skills and develop their identities in their discipline. In order to explore the effectiveness of PLE， the researchers adopted various methods (such as classroom observation， video analysis， questionnaire survey， and interview， etc. ) to record the design process and evolvement of PLE and the developmental trajectories of students in PLE， in order to test the effectiveness of the design of PLE and continually improve PLE based on insights from practice. The result showed that with the progressive improvement of PLE， students' participation level and enthusiasm were gradually increasing， except that participants in the first round of course did not fully exercise their rights of co-designers due to design flaws in activities. In the second and third round of the course， students showed strong participation intention and think participating in design is a kind of necessary experience to graduate students in Education， though they also had worries and anxieties because of lack of pedagogy and content knowledge， skills and teaching experience. In addition to progress in content knowledge， practical skills and academic English， the students also reported positive outcomes on their concept of learning， collaboration competency， communication skills， reflection skills， and general academic skills， through learning in PLE. Results showed that time and energy， motivation， previous knowledge and experience， professional knowledge and skills， and group collaboration are important factors which influence students' participation as co-designers in PLE. Interpersonal interaction and collective collaboration are important mechanism which can ensure and enhance students' participation in PLE. Based on the process and results of this study， the researchers clrew the following conclusions for reference: (1) PLE is an open system which is characterized by mutual construction between students and learning environment. Learners can develop themselves by using various mediated artifacts and push forward PLE' s evolvement concurrently. (2) PLE creates conditions for attracting students to actively take part in the course. Along with increasing ownership and control of the course， learners' participation level and satisfactory can be also promoted. Thus， course objectives can be achieved more successfully. (3) PLE provides opportunities for students' professional development. By participating in design practice， learners can build their understanding about subject content and internalize tacit knowledge of their discipline. (4) PLE sets up a platform for the formation of partnership between faculty and students. Mutual beneficial partnership between faculty and students can be formed by sharing understanding and responsibilities. (5) PLE provides a new way to promote changes in course and instruction. As co-designers who have great agency， students can strengthen their understanding about educational innovations by continually discussing and negotiating with teacher / teaching team， and promote changes to get sustainable and scalable development in real educational settings.