【作者】 王佑镁；

【导师】 祝智庭；

【作者基本信息】 华东师范大学 ， 教育技术学， 2009， 博士

【摘要】 无论是从教育变革与学习创新的当代需求,还是从教学目标和学习结果的时代取向,教育者和研究者都强调学习的整体品质和学习者的协调发展。然而现有学习系统的局限性难以支持和关注学习情境中的文化变量和认知变量,从而无法支持知识时代的学习变革。本研究将学习的多维要素引入场动力学视野,提出了协同学习系统(SLS:Synergistic Learning System)这一概念框架,这一新框架以系统协同思想和知识创新建构为基础,对传统学习系统进行了整体论、知识观、个体-群体维度、认知加工维度上的重构与拓展,从整观与协同的思维关注知识创新和协调发展,以适应当前网络时代社会结构和技术要求,满足社会变革和学习创新需要。协同学习系统定位为知识时代的学习系统新框架,是一个由社会要素和技术要素相互作用构成的、以达成个体协调发展与群体有序互动的有机整体和框架。基于学习系统中的认知加工的深度和认知主体的属性,协同学习系统建立了从文化变量、认知变量到学习技术系统构量之间的映射关系,主张在全人发展学习环境中进行协同汇聚、合作创新,其目标在于促进手脑并用、知行合一、培养情智一体的人。这一新框架的构建与应用无疑是一个复杂的过程。借鉴目前日渐兴起的设计研究范式(DBR:Design-based Research),经过四年多的系统研究,本文初步系统地构建协同学习系统的理论模型与框架、协同学习原理与机制、协同学习设计与应用框架,并通过实证分析来检验和完善协同学习系统模型及其框架,为学习系统变革及教学改革提供了一种理论模型与实践框架。具体研究思路为,以构建协同学习系统为基本框架,考量新框架的现实意义,选择知识建构作为其应用的核心展开设计研究。在理论—技术—实践—评价反思的交互中精致循环迭代,不断充实研究框架和研究制品。全文共分四个部分:第一部分为境脉问题分析。包括引言和第一章。通过文献分析、理论阐释与实践观察,分别从知识观、个体-群体维度、学习隐喻和整体观四个层面对学习系统的境脉进行系统的梳理和探析,以回应知识时代学习的李约瑟难题:知识时代在丰富的信息技术条件中个体的知识建构和自身发展反而是成为不能适应时代的发展和需求。本部分主要阐述了问题的提出和研究的意义及必要性,并对相关学习系统框架进行了多层次、多视角的探析。第二部分为理论建构与模型开发。包括第二章和第三章。在境脉问题分析的基础上,基于教育、心理、课程与教学、教育技术学、信息科学、管理科学等诸多领域众多专家的充实的研究成果,尤其是得益于祝智庭教授的原创性思维,本部分系统地提出了“协同学习系统”这一概念框架,采用理论构建和结构化思维的方法,系统构建了协同学习系统元模型、场域模型及其动力学,分析了协同学习系统的理论框架和实践维度,提炼了支持知识建构的协同学习机制与原理,分别从五个大的原则及二十条推论进行系统建构,分别是深度互动、汇聚共享、集体思维、合作建构及多场协调,为协同学习的实践设计提供了指南。第三部分为实践设计与应用框架。包括第四章。本部分协同学习设计(Designof Synergistic Learning)一词来表述协同学习系统框架内的学习活动的开发方法,并开发了协同学习设计模型来构建灵活的活动体系和技术环境,以支持协同学习的实现和实践。同时,从协同学习系统元模型及学习原理出发,结合技术的必要隐喻,设计了知识标注工具、集体思维工具以及知识建构工具,并从技术上得以实现,为支持知识建构的协同学习的实践应用提供了支持。通过建构协同学习设计模型,可以建立一种在理论上更加一致的方法来关联不同的模式与学习的期望特征,在教学设计中映射到相关的活动、工具和资源(包括人力和技术的)来支持它。本章首先建构了协同学习设计模型,同时描述这一模式的实践框架,包括活动设计、场域构建、技术设计和知识建构应用框架。第四部分为扩展评价与实证分析。包括第五章和结语。本研究采用实验研究,以协同学习工具套件为技术系统支持协同学习环境构建实验情境,进行协同学习效果分析和知识建构使能机制研究。研究采用问卷调查、口语报告分析、内容分析等方法进行实证研究。研究支持了协同学习元模型及其知识建构模型的合理性,描述了在学习过程中的知识建构机制,实证了协同学习工具在支持学习者知识建构过程中的作用与效果。在扩展评价部分,以国内有影响力的教改案例作为境脉扩展的依据回馈协同学习的基本框架,进一步论证协同学习系统的合理性与支持知识建构的可行性。结语部分对本研究的主要观点、创新之进行了研究总结,对本研究中的理论建构、技术设计、应用框架以及方法论方面进行了系统审视和反思,并提出了未来研究的取向。更多还原

【Abstract】 Whether considering from the present demand for the educational reform and learning innovation or the contemporary focus of the instructional objectives and learning results, educators and researchers emphasize the overall quality of learning and the harmonious development of the learners. However, since the limitations of existing learning system make it difficult to support the learning environment and noticing the cultural variables and cognitive variables, it can not support the learning reform emerging in the knowledge era.. This study which introduces the multi-dimensional elements of learning into the dynamics perspective puts forward the conceptual framework of SLS ( Synergistic Learning System ) . As a knowledge-oriented learning system framework based on systematical synergistic thinking and knowledge innovation, SLS expands and reconstructs traditional theories in the aspect of holism, epistemology, ontology and cognitive processing. It focuses on knowledge innovation and harmonious development from the dimension of holistic and synergetic thinking in order to adapt to the current social structure and technical requirements of the network age and to meet the demands for social reform and learning innovation.Synergistic Learning System is a new framework for the knowledge era, and an element of society and technology which constitutes the elements of interaction in order to achieve coordinated development of individuals and groups in an orderly and interactive framework. Based on the depth of cognitive processing and the feature of the cognitive subject of the learning system, SLS sets up a mapping relationship which advocates synergistic aggregation and cooperative innovation in the learning environment among cultural variables and cognitive variables and learning technological system variables for the sake of a whole person development. Construction and application of this new framework and is a complex process. On the grounds of the current theory of DBR ( Design-based Research ) and more than four years of systematic research, this article initially builds a theoretic model and framework of SLS systematically, mechanisms and principles of synergistic learning, synergistic learning technology system design and its application framework, which are tested and improved by empirical analyses so as to provide a theoretical model and practical framework for the reform of learning system and instruction.Taking a SLS as the basic framework, the author develops the designed-based research by examining the practical significance of the new framework and selecting knowledge building as part of its core design and furthermore, the framework is gradually refined and enriched and research products are improved in the iterative interaction of theory - technology - practice - reflection The paper is divided into four parts:The first part is the contextual problem analysis, including Introduction and Chapter I. Through literature analysis, theoretical interpretation and practical observation, from the perspectives of epistemology, ontology, cognitive theory, metaphor and systematic study of four levels of learning system context, the part tries to explain the Needham Puzzle: At the age of knowledge, the individual’s knowledge building and self-development can not meet the requirements of the age under the condition of rich information and technology. This section focuses on the puzzle and studies the significance and necessity of the research from the multi-level perspectives.The second part is divided into theory building and model development, including Chapters II and III. Based on the analysis of the contextual problem and a multitudinous of research results by many experts from the fields such as education, psychology, curriculum and instruction, educational technology, information science and management science, in particular thanks to Professor Zhu Zhiting’s original thought, the study systematically puts forward the conceptual framework of "synergistic learning system " , adopting the methods of theoretic construction and structured thinking to establish a meta-model of synergistic learning system, a field model and its dynamics, and analyzes the theoretical framework and its practical dimensions of the synergistic learning system. Meanwhile, the paper refines the synergistic learning mechanisms and principles respectively from the five major principles, which refer to the deep interaction, convergence and sharing, collective thinking, collaborative building and multi-field coordination,and 20 inferences so as to provide a guide to synergistic learning practical design.Part III is divided into the practice of design and framework application, including Chapter Four. The term of Design of Synergistic Learning is used to describe the methods of development of learning activities carried out in the framework of synergistic learning system, by which a synergistic learning design model is developed to build flexible activity systems and technology environment to in support of the implementation of synergistic learning and practice. Starting from the meta-model of synergistic learning system and synergistic learning principles, combined with the necessary technical metaphor, this part designs and develops the synergistic learning technology system including knowledge annotation tool, collective thinking tools and knowledge building tools for the applications of synergistic learning. As a new framework, SLS is full of flexibility. Therefore, through the construction of the synergistic learning design model, we can set up a more consistent theoretical approach in theory which is associated with the various models and the expectations the characteristics of learning and is mapped to the learning-related activities, tools and resources (including human and technology) in instructional design. This approach reflects the aim to support the theory of practice. This chapter first constructs a model of synergistic learning design, meanwhile describes the practical framework of the model including the design of activities, fields construction, technology design and the application framework of knowledge building.Part IV aims at the expansion evaluation with the empirical analysis, including Chapter V and Conclusion. Taking the experimental study as the methods and the synergistic learning tools as the technical system to support the construction of the synergistic learning environment, the part intends to analyze the effect of synergistic learning and to study knowledge construction mechanisms. Many others methods of empirical research are used such as a questionnaire survey, oral report analysis, content analysis and other. The study first supports the meta-model of synergistic learning and the rationality of the model of synergistic knowledge building, and then describes the synergistic learning mechanisms. Finally it testifies the function and effect of synergistic learning tools in supporting learners to construct knowledge. The part of expansion evaluation, taking the domestic influential educational reform cases, as the basis of contextual expansion, confirms further the reasonability of the synergistic learning system and feasibility of this new framework. In the part of Conclusion, a summary of study main points is provided, ended with systematic reflection on theoretic construction, technical design, and application framework and methodology aspects. And the further orientations associated with this study.更多还原