本文選題：虛擬學習共同體 + 轉化學習　； 參考：《浙江師范大學》2014年碩士論文

【摘要】：虛擬學習共同體已成為學習者開展協(xié)作學習、通過交互對話獲得自身發(fā)展和集體智慧不斷生成的理想學習環(huán)境,在創(chuàng)造新的學習文化以及促進綠色學習、終身學習方面具有良好的教育應用前景。虛擬學習共同體借用信息技術構建學習環(huán)境,實現(xiàn)了個性化學習與社會性學習的雙向結合,通過其獨特的交流協(xié)作學習方式實現(xiàn)理想的學習目標。本研究圍繞“虛擬學習共同體中的轉化學習過程”這一主題,借鑒轉化學習等相關理論,結合現(xiàn)有的虛擬學習共同體應用實踐,在對虛擬學習共同體中知識重構方式和學習者參考框架內(nèi)部運行機制分析的基礎上,以學習者經(jīng)驗為出發(fā)點,以新知聯(lián)系舊知,促進舊知,完善和發(fā)展學習者參考框架為目的展開研究。 首先,采用文獻研究和參與觀察等研究方法對轉化學習理論及虛擬學習共同體的研究現(xiàn)狀加以分析,借助轉化學習理論,重新審視虛擬學習共同體中學習過程,設計轉化學習過程模型,進而研究該過程如何觸發(fā)、維持深層次學習,促進學習者認知轉化。第二,從個體空間、群體空間、共同空間等不同的維度,重點探討轉化學習過程中的“沖突”設計和解決、反思性對話的組織、批判性和反思性的體現(xiàn)以及助學者與共同體成員之間的關系處理等問題。第三,在上述研究以及實際觀察的基礎上,采用QQ工具為會話平臺,提出虛擬學習共同體中轉化學習的實施路線,并給出了具體的實施方案。 學習的轉化層次和學習者的思維水平是衡量虛擬學習共同體運行“效率和效果”的關鍵指標之一。從全局性研究視野來看,以優(yōu)勢學習資源為中心,建立跨區(qū)域的專業(yè)虛擬學習共同體,無疑可以加強與優(yōu)勢學校相關專業(yè)師生間的合作交流,.最大限度地實現(xiàn)智慧共激,以期改善網(wǎng)絡學習層次“低、單、淺”的問題。
[Abstract]:The virtual learning community has become an ideal learning environment for learners to carry out collaborative learning, achieve their own development and collective wisdom through interactive dialogue, create a new learning culture and promote green learning. Lifelong learning has a good prospect of educational application. The virtual learning community uses information technology to construct the learning environment, realizes the two-way combination of individualized learning and social learning, and realizes the ideal learning goal through its unique communication and cooperative learning method. This study revolves around the theme of "transformational learning process in virtual learning community", draws lessons from relevant theories such as transformation learning, and combines the existing application practice of virtual learning community. Based on the analysis of the way of knowledge reconstruction in the virtual learning community and the internal operating mechanism of the learner's reference frame, and taking the learner's experience as the starting point, the paper combines the new knowledge with the old one, and promotes the old knowledge. The purpose of this study is to improve and develop the learner reference framework. First of all, by using the methods of literature research and participatory observation, this paper analyzes the current situation of the research on transforming learning theory and virtual learning community, and reexamines the learning process in virtual learning community with the help of transformation learning theory. The model of transforming learning process is designed to study how to trigger the process, maintain deep learning and promote learners' cognitive transformation. Second, from the individual space, group space, common space and other different dimensions, focus on the transformation of the learning process of "conflict" design and resolution, reflective dialogue organization, The reflection of criticism and reflection, and the handling of the relationship between the students and the members of the Community. Thirdly, on the basis of the above research and practical observation, using QQ tool as the conversation platform, the implementation route of transforming learning in virtual learning community is put forward, and the concrete implementation scheme is given. The transformation level of learning and the thinking level of learners are one of the key indexes to measure the efficiency and effectiveness of virtual learning community. From the perspective of global research, the establishment of a cross-regional virtual learning community with advantage learning resources as the center can undoubtedly strengthen the cooperation and exchange between teachers and students of relevant majors in superior schools. To maximize the wisdom of the common excitation, in order to improve the network learning level of "low, single, shallow" problem.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G434

【參考文獻】

相關期刊論文 前10條

1 甘永成;;論虛擬學習社區(qū)中的知識建構[J];中國遠程教育;2006年02期

2 馬陽;;虛擬學習社區(qū)中學習者的歸屬感與自主學習能力關系研究[J];中國遠程教育;2012年06期

3 王廣新,白成杰;網(wǎng)絡虛擬學習共同體的形成與發(fā)展[J];電化教育研究;2005年01期

4 陳國強;;虛擬學習社區(qū)的有效性反思及其發(fā)展思路[J];電化教育研究;2006年07期

5 李玉斌;;虛擬學習社區(qū)中隱性知識傳播研究[J];電化教育研究;2008年07期

6 梁銀英;王海燕;張正軍;;虛擬學習社區(qū)社會網(wǎng)絡構建的實證研究[J];電化教育研究;2011年11期

7 蔣華;李盛聰;;轉化學習理論及其對我國成人遠程教育的啟示[J];電化教育研究;2011年12期

8 吳濤;金義富;張子石;;云計算時代虛擬學習社區(qū)的特征分析——以未來教育空間站為例[J];電化教育研究;2013年01期

9 王云;董炎俊;;學習者個性特征對虛擬學習社區(qū)中知識建構的影響研究[J];電化教育研究;2013年01期

10 馬紅亮;楊艷;丁新;;虛擬學習社區(qū)空間的社會學分析——以“華師在線”為例[J];開放教育研究;2007年03期

相關博士學位論文 前1條

1 張立國;虛擬學習社區(qū)交互結構研究[D];陜西師范大學;2008年

，

本文編號：2052868