虛擬學(xué)習(xí)社區(qū)交互結(jié)構(gòu)研究
發(fā)布時(shí)間：2018-08-11 18:11
【摘要】： 虛擬學(xué)習(xí)社區(qū)是信息化社會(huì)教育體系的重要組成部分,如何建立科學(xué)、合理的虛擬學(xué)習(xí)社區(qū)已經(jīng)成為現(xiàn)代遠(yuǎn)程教育研究的熱點(diǎn)問(wèn)題。虛擬學(xué)習(xí)社區(qū)是處于時(shí)空準(zhǔn)分離狀態(tài)的師生通過(guò)網(wǎng)絡(luò)交互“聚居”在一起而形成的網(wǎng)上學(xué)習(xí)社區(qū),它不僅具有一定的電子“疆界”,集聚著一個(gè)群體,而且具有一定的教育文化理念。虛擬學(xué)習(xí)社區(qū)形成和發(fā)展的根本原因是交互,而不是網(wǎng)絡(luò)技術(shù)。網(wǎng)絡(luò)技術(shù)只能提供一定的電子“疆界”,而交互才是積聚人群,形成文化,實(shí)現(xiàn)教育目的的途徑。認(rèn)識(shí)交互結(jié)構(gòu),設(shè)計(jì)交互結(jié)構(gòu)是開(kāi)發(fā)交互結(jié)構(gòu)系統(tǒng)、建設(shè)科學(xué)合理虛擬學(xué)習(xí)社區(qū)的基礎(chǔ)性理論問(wèn)題。 虛擬學(xué)習(xí)社區(qū)中學(xué)習(xí)者主體性的提升和發(fā)展已經(jīng)成為現(xiàn)代遠(yuǎn)程教育的主題,它影響著、規(guī)定著虛擬學(xué)習(xí)社區(qū)中的交互結(jié)構(gòu)。從目前虛擬學(xué)習(xí)社區(qū)交互結(jié)構(gòu)系統(tǒng)的實(shí)際運(yùn)行效果來(lái)看,“以教師為中心”的交互結(jié)構(gòu)雖然有利于基礎(chǔ)知識(shí)的系統(tǒng)傳授,但是不利于學(xué)習(xí)者主體性的培養(yǎng);“以學(xué)生為中心”的交互結(jié)構(gòu)似乎有利于學(xué)習(xí)者主體性的培養(yǎng),但是又不利于學(xué)習(xí)者基礎(chǔ)知識(shí)的學(xué)習(xí),最終同樣不利于學(xué)習(xí)者主體性的提升。從思維范式的視角來(lái)看,虛擬學(xué)習(xí)社區(qū)中“以教師為中心”的交互結(jié)構(gòu)和“以學(xué)生為中心”的交互結(jié)構(gòu)都是在“主體——客體”思維范式的引領(lǐng)下構(gòu)建的,在這一思維范式的統(tǒng)攝下,即使我們主觀上愿意將學(xué)習(xí)者作為主體來(lái)培養(yǎng),但是客觀上又不自覺(jué)地將學(xué)習(xí)者作為客體來(lái)認(rèn)識(shí),依據(jù)學(xué)習(xí)者客體發(fā)展規(guī)律來(lái)構(gòu)建交互結(jié)構(gòu)系統(tǒng)、培養(yǎng)其主體性顯然是一個(gè)悖論。因此,我們應(yīng)該在“主體間”思維范式的引領(lǐng)下,構(gòu)建虛擬學(xué)習(xí)社區(qū)“教、學(xué)并重的交互結(jié)構(gòu)”系統(tǒng),形成、發(fā)揮和提升學(xué)習(xí)者的主體性。 “教、學(xué)并重的交互結(jié)構(gòu)”是對(duì)教、學(xué)并重交互活動(dòng)的結(jié)構(gòu)化表達(dá),它抽象于具體的教、學(xué)并重交互活動(dòng),又具體于教、學(xué)并重的教育思想,是溝通交互實(shí)踐與交互理論的“橋梁”。不僅如此,從具體到抽象的邏輯來(lái)看,“教、學(xué)并重的交互結(jié)構(gòu)”本身也具有不同的抽象“層次”類(lèi)型,我們可以將其劃分為表層結(jié)構(gòu)和深層結(jié)構(gòu)。劃分“教、學(xué)并重互結(jié)構(gòu)”的抽象“層次”類(lèi)型,探究“教、學(xué)并重交互結(jié)構(gòu)”的深層結(jié)構(gòu)與表層結(jié)構(gòu)是建設(shè)科學(xué)合理“教、學(xué)并重交互結(jié)構(gòu)”系統(tǒng)的必然要求。 “教、學(xué)并重交互結(jié)構(gòu)”的深層結(jié)構(gòu)是虛擬學(xué)習(xí)社區(qū)所有交互結(jié)構(gòu)共同深層結(jié)構(gòu)的“表層結(jié)構(gòu)”,因此,通過(guò)對(duì)師生單邊交互結(jié)構(gòu)與雙邊交互結(jié)構(gòu)的分析,我們抽象出了虛擬學(xué)習(xí)社區(qū)交互的共同深層結(jié)構(gòu),并以師生主體間關(guān)系的基本教育哲學(xué)理念為指導(dǎo),構(gòu)建了虛擬學(xué)習(xí)社區(qū)“教、學(xué)并重交互結(jié)構(gòu)”的深層結(jié)構(gòu)模型,該模型是由從具體到抽象三個(gè)層次的交互(操作交互、信息交互與概念交互)相互依存、相互作用共同構(gòu)成的結(jié)構(gòu)體系。操作交互是其它所有交互發(fā)生的基礎(chǔ)和條件;信息交互是在操作交互基礎(chǔ)上展開(kāi)的,信息交互存在的目的是促使有效概念交互的發(fā)生,設(shè)計(jì)、開(kāi)發(fā)科學(xué)合理的信息交互系統(tǒng)是保證有效概念交互的重要條件;關(guān)注概念交互的結(jié)果是研究其它交互是否促進(jìn)有效學(xué)習(xí)、是否促進(jìn)學(xué)習(xí)者主體性提升的關(guān)鍵,它是考察其它交互質(zhì)量的最重要指標(biāo)。虛擬學(xué)習(xí)社區(qū)“教、學(xué)并重交互結(jié)構(gòu)”的深層結(jié)構(gòu)模型為我們進(jìn)一步探究虛擬學(xué)習(xí)社區(qū)交互規(guī)律提供了新的思維框架,同時(shí),明確了虛擬學(xué)習(xí)社區(qū)交互系統(tǒng)建設(shè)的重點(diǎn)。 虛擬學(xué)習(xí)社區(qū)交互結(jié)構(gòu)的表層結(jié)構(gòu)實(shí)際上由深層結(jié)構(gòu)的變換而生成和建構(gòu)的。由于操作交互的必不可少性,以及概念交互生成于信息交互之中,因此,表層結(jié)構(gòu)的推演主要由信息交互構(gòu)成要素的變換及其相互關(guān)系的轉(zhuǎn)換而生成的。同時(shí),由于虛擬學(xué)習(xí)社區(qū)交互的出發(fā)點(diǎn)和終點(diǎn)都是學(xué)習(xí)者,所以學(xué)習(xí)者與內(nèi)容之間的交互就成為推演虛擬學(xué)習(xí)社區(qū)交互表層結(jié)構(gòu)類(lèi)型的起點(diǎn),即虛擬學(xué)習(xí)社區(qū)交互的深層結(jié)構(gòu)向交互的表層結(jié)構(gòu)轉(zhuǎn)化的起點(diǎn)�；谝陨峡紤],筆者在推演表層結(jié)構(gòu)的基礎(chǔ)上,從“共時(shí)”和“歷時(shí)”兩個(gè)視角分析了虛擬學(xué)習(xí)社區(qū)目前急需開(kāi)發(fā)的兩類(lèi)“教、學(xué)并重交互結(jié)構(gòu)”的表層結(jié)構(gòu)——協(xié)作式學(xué)習(xí)的表層結(jié)構(gòu)與探究式學(xué)習(xí)的表層結(jié)構(gòu),并設(shè)計(jì)了相關(guān)案例,為虛擬學(xué)習(xí)社區(qū)“教、學(xué)并重交互結(jié)構(gòu)”系統(tǒng)的開(kāi)發(fā)提供了理論基礎(chǔ)。 最后需要說(shuō)明的是,本文的創(chuàng)新在于: 第一,第一次從結(jié)構(gòu)的視角探究了虛擬學(xué)習(xí)社區(qū)交互結(jié)構(gòu)的基本構(gòu)成要素和子系統(tǒng),從理論上探討了虛擬學(xué)習(xí)社區(qū)交互結(jié)構(gòu)及其概念和特征。 第二,分析了目前虛擬學(xué)習(xí)杜區(qū)交互活動(dòng)結(jié)構(gòu)的優(yōu)缺點(diǎn),提出了“教、學(xué)并重的交互結(jié)構(gòu)”,構(gòu)建了“教、學(xué)并重交互結(jié)構(gòu)”的深層結(jié)構(gòu)理論模型。 第三,論證了“深層結(jié)構(gòu)”與“表層結(jié)構(gòu)”的關(guān)系,確定了深層結(jié)構(gòu)向表層結(jié)構(gòu)轉(zhuǎn)化的“起點(diǎn)”,提出了“轉(zhuǎn)化”的法則。
[Abstract]:Virtual learning community is an important part of education system in information society. How to establish a scientific and reasonable virtual learning community has become a hot issue in modern distance education research. The basic reason for the formation and development of virtual learning community is interaction, not network technology. Network technology can only provide a certain electronic "boundary", while interaction is the way to accumulate people, form culture and achieve educational purposes. Understanding the interactive structure and designing the interactive structure are the basic theoretical issues for developing the interactive structure system and building a scientific and rational virtual learning community.
The promotion and development of learner's subjectivity in virtual learning community has become the theme of modern distance education, which influences and stipulates the interactive structure in virtual learning community. Systematic teaching, but not conducive to the cultivation of learner subjectivity; "student-centered" interaction structure seems to be conducive to the cultivation of learner subjectivity, but also not conducive to the learning of learners'basic knowledge, and ultimately, is also not conducive to the promotion of learner subjectivity. The teacher-centered interaction structure and the student-centered interaction structure are all constructed under the guidance of the "subject-object" thinking paradigm. Under the guidance of this thinking paradigm, even though we are willing to cultivate learners as subjects, we recognize learners as objects objectively and unconsciously. It is obviously a paradox to construct the interactive structure system according to the law of learner's object development and to cultivate learner's subjectivity. Therefore, we should construct the interactive structure system of "teaching and learning equally" in the virtual learning community under the guidance of the "inter-subjectivity" thinking paradigm, so as to form, develop and enhance learner's subjectivity.
The interactive structure of teaching and learning is a structured expression of teaching and learning as well as interactive activities. It is abstract from concrete teaching and learning as well as interactive activities. Construction itself has different abstract "level" types, which can be divided into surface structure and deep structure. The Abstract "level" types of "laying equal stress on teaching and learning" can be divided. The deep structure and surface structure of "laying equal stress on teaching and learning" can be explored to build a scientific and rational "interactive structure of teaching and learning" system. The inevitable requirement.
The deep structure of the interactive structure of "teaching and learning are equally important" is the "surface structure" of the common deep structure of all the interactive structures of the virtual learning community. Therefore, through the analysis of the unilateral and bilateral interactive structures of teachers and students, we abstract the common deep structure of the interaction of the virtual learning community and teach the basic relationship between teachers and students. Guided by the philosophy of education, a deep structure model of interactive structure of virtual learning community is constructed. The model is composed of three levels of interaction (operation interaction, information interaction and concept interaction) from concrete to abstract. The interaction is the basis of all other interactions. Information interaction is based on operational interaction. The purpose of information interaction is to promote the occurrence of effective conceptual interaction. To design and develop a scientific and reasonable information interaction system is an important condition to ensure effective conceptual interaction. The deep structure model of "teaching and learning are equally important to interaction structure" in virtual learning community provides a new thinking framework for us to further explore the interaction law of virtual learning community, and at the same time, it clarifies the key points of interactive system construction in virtual learning community.
In fact, the surface structure of the interaction structure of virtual learning community is generated and constructed by the transformation of the deep structure. Because of the indispensability of operation interaction and the generation of conceptual interaction in information interaction, the deduction of the surface structure is mainly generated by the transformation of the elements of information interaction and their mutual relations. Because the starting point and end point of interaction in virtual learning community are learners, the interaction between learners and content becomes the starting point to deduce the surface structure type of interaction in virtual learning community, that is, the deep structure of interaction in virtual learning community is transformed into the surface structure of interaction. On the basis of the structure, this paper analyzes the surface structure of two kinds of "teaching, learning and interactive structure" which need to be developed urgently in virtual learning community from the perspectives of "synchronic" and "diachronic", namely, the surface structure of cooperative learning and the surface structure of inquiry learning. The development of the system provides a theoretical basis.
Finally, it needs to be explained that the innovation of this paper lies in:
Firstly, the basic elements and subsystems of virtual learning community interaction structure are explored from the perspective of structure for the first time, and the concept and characteristics of virtual learning community interaction structure are discussed theoretically.
Secondly, this paper analyzes the advantages and disadvantages of the interactive structure of Du-zone virtual learning, puts forward the interactive structure of paying equal attention to teaching and learning, and constructs the deep structure theoretical model of the interactive structure of paying equal attention to teaching and learning.
Thirdly, the relationship between "deep structure" and "surface structure" is demonstrated, the "starting point" of the transformation from deep structure to surface structure is determined, and the principle of "transformation" is put forward.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G434
本文編號(hào)：2177820
[Abstract]:Virtual learning community is an important part of education system in information society. How to establish a scientific and reasonable virtual learning community has become a hot issue in modern distance education research. The basic reason for the formation and development of virtual learning community is interaction, not network technology. Network technology can only provide a certain electronic "boundary", while interaction is the way to accumulate people, form culture and achieve educational purposes. Understanding the interactive structure and designing the interactive structure are the basic theoretical issues for developing the interactive structure system and building a scientific and rational virtual learning community.
The promotion and development of learner's subjectivity in virtual learning community has become the theme of modern distance education, which influences and stipulates the interactive structure in virtual learning community. Systematic teaching, but not conducive to the cultivation of learner subjectivity; "student-centered" interaction structure seems to be conducive to the cultivation of learner subjectivity, but also not conducive to the learning of learners'basic knowledge, and ultimately, is also not conducive to the promotion of learner subjectivity. The teacher-centered interaction structure and the student-centered interaction structure are all constructed under the guidance of the "subject-object" thinking paradigm. Under the guidance of this thinking paradigm, even though we are willing to cultivate learners as subjects, we recognize learners as objects objectively and unconsciously. It is obviously a paradox to construct the interactive structure system according to the law of learner's object development and to cultivate learner's subjectivity. Therefore, we should construct the interactive structure system of "teaching and learning equally" in the virtual learning community under the guidance of the "inter-subjectivity" thinking paradigm, so as to form, develop and enhance learner's subjectivity.
The interactive structure of teaching and learning is a structured expression of teaching and learning as well as interactive activities. It is abstract from concrete teaching and learning as well as interactive activities. Construction itself has different abstract "level" types, which can be divided into surface structure and deep structure. The Abstract "level" types of "laying equal stress on teaching and learning" can be divided. The deep structure and surface structure of "laying equal stress on teaching and learning" can be explored to build a scientific and rational "interactive structure of teaching and learning" system. The inevitable requirement.
The deep structure of the interactive structure of "teaching and learning are equally important" is the "surface structure" of the common deep structure of all the interactive structures of the virtual learning community. Therefore, through the analysis of the unilateral and bilateral interactive structures of teachers and students, we abstract the common deep structure of the interaction of the virtual learning community and teach the basic relationship between teachers and students. Guided by the philosophy of education, a deep structure model of interactive structure of virtual learning community is constructed. The model is composed of three levels of interaction (operation interaction, information interaction and concept interaction) from concrete to abstract. The interaction is the basis of all other interactions. Information interaction is based on operational interaction. The purpose of information interaction is to promote the occurrence of effective conceptual interaction. To design and develop a scientific and reasonable information interaction system is an important condition to ensure effective conceptual interaction. The deep structure model of "teaching and learning are equally important to interaction structure" in virtual learning community provides a new thinking framework for us to further explore the interaction law of virtual learning community, and at the same time, it clarifies the key points of interactive system construction in virtual learning community.
In fact, the surface structure of the interaction structure of virtual learning community is generated and constructed by the transformation of the deep structure. Because of the indispensability of operation interaction and the generation of conceptual interaction in information interaction, the deduction of the surface structure is mainly generated by the transformation of the elements of information interaction and their mutual relations. Because the starting point and end point of interaction in virtual learning community are learners, the interaction between learners and content becomes the starting point to deduce the surface structure type of interaction in virtual learning community, that is, the deep structure of interaction in virtual learning community is transformed into the surface structure of interaction. On the basis of the structure, this paper analyzes the surface structure of two kinds of "teaching, learning and interactive structure" which need to be developed urgently in virtual learning community from the perspectives of "synchronic" and "diachronic", namely, the surface structure of cooperative learning and the surface structure of inquiry learning. The development of the system provides a theoretical basis.
Finally, it needs to be explained that the innovation of this paper lies in:
Firstly, the basic elements and subsystems of virtual learning community interaction structure are explored from the perspective of structure for the first time, and the concept and characteristics of virtual learning community interaction structure are discussed theoretically.
Secondly, this paper analyzes the advantages and disadvantages of the interactive structure of Du-zone virtual learning, puts forward the interactive structure of paying equal attention to teaching and learning, and constructs the deep structure theoretical model of the interactive structure of paying equal attention to teaching and learning.
Thirdly, the relationship between "deep structure" and "surface structure" is demonstrated, the "starting point" of the transformation from deep structure to surface structure is determined, and the principle of "transformation" is put forward.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G434
【引證文獻(xiàn)】
相關(guān)期刊論文 前6條
1 楊麗娜;顏志軍;孟昭寬;;虛擬學(xué)習(xí)社區(qū)有效學(xué)習(xí)發(fā)生影響因素實(shí)證研究[J];中國(guó)遠(yuǎn)程教育;2012年01期
2 金濤;;主題型網(wǎng)絡(luò)學(xué)習(xí)社區(qū)對(duì)話的深層結(jié)構(gòu)研究[J];廣東技術(shù)師范學(xué)院學(xué)報(bào);2011年06期
3 廖偉偉;趙呈領(lǐng);萬(wàn)力勇;李青;;專(zhuān)業(yè)虛擬學(xué)習(xí)社區(qū)的設(shè)計(jì)與應(yīng)用研究[J];中國(guó)遠(yuǎn)程教育;2012年12期
4 王利霞;馬艷紅;惠震;;虛擬學(xué)習(xí)社區(qū)的國(guó)內(nèi)研究現(xiàn)狀[J];廣州廣播電視大學(xué)學(xué)報(bào);2013年06期
5 高長(zhǎng)俊;胡世清;;我國(guó)虛擬學(xué)習(xí)社區(qū)研究現(xiàn)狀及趨勢(shì)分析[J];遠(yuǎn)程教育雜志;2011年04期
6 楊麗娜;肖克曦;劉淑霞;;面向泛在學(xué)習(xí)環(huán)境的個(gè)性化資源服務(wù)框架[J];中國(guó)電化教育;2012年07期
相關(guān)碩士學(xué)位論文 前7條
1 溫會(huì)寶;基于個(gè)人知識(shí)管理的虛擬學(xué)習(xí)社區(qū)的設(shè)計(jì)與實(shí)現(xiàn)[D];遼寧師范大學(xué);2010年
2 王秀紅;兒童虛擬社區(qū)及其互動(dòng)設(shè)計(jì)研究[D];曲阜師范大學(xué);2011年
3 李婷;基于數(shù)據(jù)挖掘的網(wǎng)絡(luò)有效學(xué)習(xí)機(jī)制研究[D];陜西師范大學(xué);2011年
4 梁銀英;虛擬學(xué)習(xí)社區(qū)中社會(huì)網(wǎng)絡(luò)的構(gòu)建策略研究[D];寧波大學(xué);2011年
5 何軍;蘭州大學(xué)網(wǎng)絡(luò)教育學(xué)院遠(yuǎn)程學(xué)習(xí)平臺(tái)虛擬學(xué)習(xí)社區(qū)構(gòu)建策略研究[D];西北師范大學(xué);2011年
6 李利燕;基于思維導(dǎo)圖的網(wǎng)絡(luò)討論式教學(xué)研究[D];天津大學(xué);2011年
7 郝春立;基于小學(xué)語(yǔ)文測(cè)評(píng)的SNS學(xué)習(xí)社區(qū)的設(shè)計(jì)與開(kāi)發(fā)[D];山東師范大學(xué);2010年
，本文編號(hào)：2177820
本文鏈接：http://sikaile.net/jiaoyulunwen/jgkg/2177820.html
最近更新
教材專(zhuān)著
