本文選題：e-Learning　切入點：共享　出處：《南京師范大學》2012年博士論文　論文類型：學位論文

【摘要】：e-Learning運用信息技術建構學習體驗,突破了數(shù)百年來人類學習的時空限制,給學習與教育帶來了新的機遇與挑戰(zhàn)。e-Learning是數(shù)字化生存時代新的學習方式,它將改變教育與學習的本質(zhì)。傳統(tǒng)的e-Learning實踐與研究以“共享”為核心。然而,“共享”的行為難以構建高效可持續(xù)的學習系統(tǒng)與環(huán)境,“共享”的理念在信息社會與共生時代不斷演進與變化,“共生”的行為與理念逐漸萌生與凸顯。從共享到共生是e-Learning的現(xiàn)實轉(zhuǎn)型與理論趨向。 本研究結(jié)合實踐案例歸納與理論演繹分析的方法,轉(zhuǎn)變觀察視角破解e-Learning現(xiàn)實困境,建構共生觀念創(chuàng)新e-Learning認知思維。實踐上,突破e-Learning研究聚焦于共享的傳統(tǒng),超越e-Learning概念本身,首先回答“學習是什么”、“考察的主體對象是什么”、“對既有e-Learning推進持何態(tài)度”以及“在時間與狀態(tài)上如何進行案例考察”等問題。從而得出四個視角的轉(zhuǎn)變。包括“學習不僅是知識獲得,而且是實踐共同體的參與”；“考察的主體對象不僅是個體學習,更重要的是共同體學習”；“從對傳統(tǒng)教育技術研究中學習資源的批判態(tài)度到學習環(huán)境文化的尊重態(tài)度”；“對案例的考察,突破短時、靜態(tài)的視角,邁向長時、動態(tài)的視角”。以此為基礎,考察了一個e-Learning環(huán)境范例“視覺文化網(wǎng)”,發(fā)現(xiàn)其在共享的基礎上不斷生成新的范式、觀念與思想,具體體現(xiàn)為：“從以生為本到和諧相生,在共享基礎上生成的技術支持課程的范式”；“從內(nèi)容共享到思想共生,在共享基礎上成長的博主與博客”；“從話題共享到生態(tài)共生,在共享基礎上發(fā)展的共同體交互”。發(fā)現(xiàn)共生的觀念既是信息社會e-Learning的新范式,也是教育技術多維視角研究的共同趨向。理論上,借鑒共生哲學這一分析工具,從時代背景、哲學淵源進行探索,形成共生的e-Learning基本理念與實踐策略,從而初步建構了e-Learning的共生觀念。共生的e-Learning基本觀念包括生命觀、過程觀、異質(zhì)共存觀、中和觀、關系觀以及生活觀。共生的e-Learning實踐策略包括建構生命學習環(huán)境、創(chuàng)建資源豐富的學習情境、組建學習者共同體、鼓勵社會實踐參與以及開發(fā)學習交互活動等。
[Abstract]:Using information technology to construct learning experience, e-Learning breaks through the space-time limitation of human learning for hundreds of years, and brings new opportunities and challenges to learning and education. E-Learning is a new learning method in the age of digital existence. It will change the essence of education and learning. The traditional e-Learning practice and research take "sharing" as the core. However, the behavior of "sharing" is difficult to build an efficient and sustainable learning system and environment. With the evolution and change of the symbiotic era, the behavior and idea of "symbiosis" gradually sprout and protrude. From sharing to symbiosis is the realistic transition and theoretical trend of e-Learning. This study combines the methods of practical case induction and theoretical deductive analysis, transforms the observation angle to solve the realistic dilemma of e-Learning, constructs symbiosis concept and innovates e-Learning cognitive thinking. In practice, it breaks through the tradition of e-Learning focusing on sharing and transcends the concept of e-Learning itself. "what is learning", "what is the subject of investigation", "what is the attitude to the advance of e-Learning" and "how to conduct case study in time and state" are answered first. "Learning is more than knowledge acquisition, It is also the participation of the community of practice ";" the subject of investigation is not only individual learning, What is more important is community learning ";" from critical attitudes towards learning resources in traditional educational technology research to respect for learning environment and culture ";" "examining cases, breaking through short and static perspectives, moving towards a long time," On the basis of the dynamic perspective, this paper examines the visual cultural network, an example of e-Learning environment, and finds that it generates new paradigms, concepts and ideas on the basis of sharing, which are embodied in: "from being born to living harmoniously." "Paradigm of Technology support courses generated on the basis of sharing"; "from content sharing to thought symbiosis, growing bloggers and blogs on the basis of sharing"; "from topic sharing to ecological symbiosis," The concept of symbiosis is not only the new paradigm of e-Learning in the information society, but also the common trend of the multi-dimensional perspective of educational technology. This paper explores the origin of philosophy, forms the basic concept and practical strategy of e-Learning, and constructs the symbiotic concept of e-Learning, which includes life view, process view, heterogeneous coexistence view, neutralization view, and so on. The symbiotic e-Learning practice strategies include constructing life learning environment, creating resource-rich learning situation, establishing learner community, encouraging social practice participation and developing learning interaction activities.
【學位授予單位】：南京師范大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G434

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