【摘要】：學習是人的理性和經(jīng)驗矛盾統(tǒng)一的主動建構(gòu)和社會協(xié)商,這是建構(gòu)主義學習理論對數(shù)字化學習、泛在學習以及學習科學中相關(guān)學習理論具有歷史和形而上學意義的指導思想。該文通過分析信息時代的學習理論,強調(diào)指出伴隨信息技術(shù)對教育的不斷滲透而出現(xiàn)的數(shù)字化學習等學習理論存在技術(shù)理性誘導以及脫離真實情境和實踐生活的傾向,需要在建構(gòu)主義學習理論的指導下,開展回溯學習�；厮輰W習的根本在于基于并指向本土意義的真實生活實踐,積極促進學習活動從技術(shù)理性向?qū)嵺`理性、從數(shù)字符號世界向真實生活世界、從復(fù)制移植學習向原始創(chuàng)造學習、從人類中心向和諧生態(tài)的回溯。
[Abstract]:Learning is the active construction and social consultation of the unity of human rationality and experience which is the guiding ideology of constructivism learning theory which has historical and metaphysical significance to digital learning universal learning and relevant learning theories in learning science. By analyzing the learning theory in the information age, this paper points out that the digital learning theory, which is accompanied by the continuous infiltration of information technology into education, has the tendency to induce technological rationality and break away from the real situation and practical life. The root of retrospective learning lies in the real life practice based on and pointing to the local meaning, actively promoting the learning activities from technical rationality to practical rationality, from the digital symbol world to the real life world, from replicating and transplanting learning to original creation learning.
【作者單位】： 棗莊學院心理與教育科學學院;棗莊學院文學院;
【基金】：教育部人文社會科學規(guī)劃課題“基于教師‘經(jīng)驗’構(gòu)筑實踐取向的個人教育哲學——再議信息技術(shù)與課程深度融合問題”(課題編號:15YJA880064) 山東省軟科學研究計劃項目“信息化條件下的教師教育創(chuàng)新管理模式研究”(項目編號:2016RKB01456)的階段性成果
【分類號】：G434

【參考文獻】

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