以活动理论审视学习活动

Learning Activity in View of Activity Theory

作为教学设计理论一种研究取向的学习活动设计思想，近几年得到人们广泛重视。学习活动设计研究的关键在于研究者对学习活动所持有的认知。由于研究者将学习活动理论变成活动理论在教育中的简单推演，活动三角模型简单“学习”化，造成学习活动设计理论研究空间不足。其根源在于研究者没有深刻理解活动理论含义，没有挖掘教育领域活动的特殊性。为此，本文澄清了活动理论产生的历史根源，梳理了活动理论的中介思想、内外部活动形式及其转化、活动结构和活动三角模型等内容。在对活动理论评述之后，重点阐述了学习活动的客体内在性、目标它主性、主体制约性、教师代主体性、工具双重教学性、活动非情境性等特殊性。以活动理论审视教学会发现学习活动难于设计和控制，在学习活动中存在内部活动主动性与外部活动必要性的统一，个体建构与群体建构的统一和确定性与不确定的统一。

As a kind of orientation of the instructional design theory， learning activity theory is widely appreciated in recent years. The key to study learning activity is researchers’ cognition about learning activity. Because activity theory is simply applied in the education field， there is difficult to research the learning activity theory. The reason is that the researcher does not understand the meaning of activity theory and analyze the particularity of activity in the education. The study finds out the background of the activity theory and presents the main content of it. There are some particularities of activity in the education， such as the object of internality， the teaching objective developed by teachers， the subject of conditionality， the teacher substituted for subject， the dual teaching tool， no context in the activity. Learning activities is difficult to design and control while we study teaching in view of activity theory. Learning activities need to realize the unification of the internal and external activities， individual construction and group construction， certainty and uncertainty.