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篇名 |
联通主义学习的教学交互理论模型建构研究
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並列篇名 | Theory Framework Building of Instructional Interaction in Connectivist Learning Context |
作者 | 王志军、陈丽 |
中文摘要 | 联通主义学习理论是深入认识开放网络时代在线学习规律的前瞻性理论。教学交互是联通主义 学习的核心与取得成功的关键。为了构建联通主义学习理论与实践之间的桥梁,帮助研究者和实践者认清联通 主义学习中教学交互的特征与规律,建构对实践具有解释力和指导力的理论,本研究遵循解释主义的研究范式, 采用应用学科的系统理论模型建构法,依照从理论到研究的研究策略,建构了基于认知参与度的联通主义学习 教学交互分层模型。根据认知参与度从浅入深,该模型将联通主义学习的教学交互分为操作交互、寻径交互、意 会交互和创生交互四层,寻径交互包括与人的联通和与信息的联通,意会交互包括聚合与分享、讨论与协商、反 思与总结、决策制定,创生交互包括制品创建和重新合成。四类交互是一个网络化而非线性化的,表现出很强的 递归性。较低层交互是更高层交互的基础,高层次交互的开展扩展了低层次交互的需求。联通主义学习是四类 交互作用下螺旋式的知识创新和网络扩展与优化的过程。 |
英文摘要 | Connectivism is a prospective learning theory in the open networked online learning era. Instructional interaction is the core and key to the success of connectivisist learning. In order to build a bridge to link learning theory and practice, and to help researchers and practitioners recognize the characteristics and principles of instructional interaction in connectivist learning and to provide a power and guidance theoretical explanatory for practice as well, this study build a framework for instructional interaction in connectivist learning contexts based on cognitive engagement. Following the interpretation paradigm, the framework building process used theory building method in applying science with theory to practice strategy. Based on cognitive engagement theories, the interaction of connectivist learning is divided into four levels : operation interaction, wayfinding interaction, sensemaking interaction, and innovation interaction. Each level has different learning objective and behavior, the operation interaction is building learning environment with different social media ; the wayfinding interaction including finding the right information and right people; sensemaking interaction is a collaborative process that includes information aggregation/sharing, discussion/negotiation ,reflection/summary, and decision making, and the innovation interaction includes learning artifact creation and remixing. Instructional interaction, in connectivist learning contexts, is a networked process rather than a linear one with significant recursion. The lower levels of interaction are the foundations of the higher ones, while the development of higher levels extends the need for learning at lower levels. Connectivist learning is thus a networking and recursive process of these four levels of interaction. |
起訖頁 | 025-034 |
關鍵詞 | 联通主义、联通主义学习、教学交互、理论模型建构、认知参与、connectivist learning、instructional interaction、connectivism、cognitive engagement、theory framework building |
刊名 | 開放教育研究 |
期數 | 201510 (21:5期) |
出版單位 | 上海遠程教育集團;上海電視大學 |
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