本文選題：協(xié)同學習系統(tǒng) + 場域��； 參考：《華東師范大學》2009年博士論文

【摘要】： 無論是從教育變革與學習創(chuàng)新的當代需求,還是從教學目標和學習結(jié)果的時代取向,教育者和研究者都強調(diào)學習的整體品質(zhì)和學習者的協(xié)調(diào)發(fā)展。然而現(xiàn)有學習系統(tǒng)的局限性難以支持和關注學習情境中的文化變量和認知變量,從而無法支持知識時代的學習變革。本研究將學習的多維要素引入場動力學視野,提出了協(xié)同學習系統(tǒng)(SLS:Synergistic Learning System)這一概念框架,這一新框架以系統(tǒng)協(xié)同思想和知識創(chuàng)新建構(gòu)為基礎,對傳統(tǒng)學習系統(tǒng)進行了整體論、知識觀、個體-群體維度、認知加工維度上的重構(gòu)與拓展,從整觀與協(xié)同的思維關注知識創(chuàng)新和協(xié)調(diào)發(fā)展,以適應當前網(wǎng)絡時代社會結(jié)構(gòu)和技術(shù)要求,滿足社會變革和學習創(chuàng)新需要。 協(xié)同學習系統(tǒng)定位為知識時代的學習系統(tǒng)新框架,是一個由社會要素和技術(shù)要素相互作用構(gòu)成的、以達成個體協(xié)調(diào)發(fā)展與群體有序互動的有機整體和框架�；趯W習系統(tǒng)中的認知加工的深度和認知主體的屬性,協(xié)同學習系統(tǒng)建立了從文化變量、認知變量到學習技術(shù)系統(tǒng)構(gòu)量之間的映射關系,主張在全人發(fā)展學習環(huán)境中進行協(xié)同匯聚、合作創(chuàng)新,其目標在于促進手腦并用、知行合一、培養(yǎng)情智一體的人。這一新框架的構(gòu)建與應用無疑是一個復雜的過程。借鑒目前日漸興起的設計研究范式(DBR:Design-based Research),經(jīng)過四年多的系統(tǒng)研究,本文初步系統(tǒng)地構(gòu)建協(xié)同學習系統(tǒng)的理論模型與框架、協(xié)同學習原理與機制、協(xié)同學習設計與應用框架,并通過實證分析來檢驗和完善協(xié)同學習系統(tǒng)模型及其框架,為學習系統(tǒng)變革及教學改革提供了一種理論模型與實踐框架。 具體研究思路為,以構(gòu)建協(xié)同學習系統(tǒng)為基本框架,考量新框架的現(xiàn)實意義,選擇知識建構(gòu)作為其應用的核心展開設計研究。在理論—技術(shù)—實踐—評價反思的交互中精致循環(huán)迭代,不斷充實研究框架和研究制品。全文共分四個部分: 第一部分為境脈問題分析。包括引言和第一章。通過文獻分析、理論闡釋與實踐觀察,分別從知識觀、個體-群體維度、學習隱喻和整體觀四個層面對學習系統(tǒng)的境脈進行系統(tǒng)的梳理和探析,以回應知識時代學習的李約瑟難題:知識時代在豐富的信息技術(shù)條件中個體的知識建構(gòu)和自身發(fā)展反而是成為不能適應時代的發(fā)展和需求。本部分主要闡述了問題的提出和研究的意義及必要性,并對相關學習系統(tǒng)框架進行了多層次、多視角的探析。 第二部分為理論建構(gòu)與模型開發(fā)。包括第二章和第三章。在境脈問題分析的基礎上,基于教育、心理、課程與教學、教育技術(shù)學、信息科學、管理科學等諸多領域眾多專家的充實的研究成果,尤其是得益于祝智庭教授的原創(chuàng)性思維,本部分系統(tǒng)地提出了“協(xié)同學習系統(tǒng)”這一概念框架,采用理論構(gòu)建和結(jié)構(gòu)化思維的方法,系統(tǒng)構(gòu)建了協(xié)同學習系統(tǒng)元模型、場域模型及其動力學,分析了協(xié)同學習系統(tǒng)的理論框架和實踐維度,提煉了支持知識建構(gòu)的協(xié)同學習機制與原理,分別從五個大的原則及二十條推論進行系統(tǒng)建構(gòu),分別是深度互動、匯聚共享、集體思維、合作建構(gòu)及多場協(xié)調(diào),為協(xié)同學習的實踐設計提供了指南。 第三部分為實踐設計與應用框架。包括第四章。本部分協(xié)同學習設計(Designof Synergistic Learning)一詞來表述協(xié)同學習系統(tǒng)框架內(nèi)的學習活動的開發(fā)方法,并開發(fā)了協(xié)同學習設計模型來構(gòu)建靈活的活動體系和技術(shù)環(huán)境,以支持協(xié)同學習的實現(xiàn)和實踐。同時,從協(xié)同學習系統(tǒng)元模型及學習原理出發(fā),結(jié)合技術(shù)的必要隱喻,設計了知識標注工具、集體思維工具以及知識建構(gòu)工具,并從技術(shù)上得以實現(xiàn),為支持知識建構(gòu)的協(xié)同學習的實踐應用提供了支持。通過建構(gòu)協(xié)同學習設計模型,可以建立一種在理論上更加一致的方法來關聯(lián)不同的模式與學習的期望特征,在教學設計中映射到相關的活動、工具和資源(包括人力和技術(shù)的)來支持它。本章首先建構(gòu)了協(xié)同學習設計模型,同時描述這一模式的實踐框架,包括活動設計、場域構(gòu)建、技術(shù)設計和知識建構(gòu)應用框架。 第四部分為擴展評價與實證分析。包括第五章和結(jié)語。本研究采用實驗研究,以協(xié)同學習工具套件為技術(shù)系統(tǒng)支持協(xié)同學習環(huán)境構(gòu)建實驗情境,進行協(xié)同學習效果分析和知識建構(gòu)使能機制研究。研究采用問卷調(diào)查、口語報告分析、內(nèi)容分析等方法進行實證研究。研究支持了協(xié)同學習元模型及其知識建構(gòu)模型的合理性,描述了在學習過程中的知識建構(gòu)機制,實證了協(xié)同學習工具在支持學習者知識建構(gòu)過程中的作用與效果。在擴展評價部分,以國內(nèi)有影響力的教改案例作為境脈擴展的依據(jù)回饋協(xié)同學習的基本框架,進一步論證協(xié)同學習系統(tǒng)的合理性與支持知識建構(gòu)的可行性。結(jié)語部分對本研究的主要觀點、創(chuàng)新之進行了研究總結(jié),對本研究中的理論建構(gòu)、技術(shù)設計、應用框架以及方法論方面進行了系統(tǒng)審視和反思,并提出了未來研究的取向。
[Abstract]:Both educators and researchers emphasize the overall quality of learning and the coordinated development of learners, whether from the contemporary needs of educational change and learning innovation, as well as in the orientation of teaching goals and learning results. However, the limitations of the existing learning system are difficult to support and pay attention to the cultural and cognitive variables in the learning situation. The method supports the learning change in the knowledge era. This study introduces the multi-dimensional elements of learning to the field of dynamics, and proposes the conceptual framework of SLS:Synergistic Learning System. This new framework is based on the system synergy thought and knowledge innovation construction, and carries out the holism, the knowledge view, and the individual to the traditional learning system. The group dimension, the reconstruction and expansion of the cognitive processing dimension, the thinking of the whole view and synergy is concerned with the knowledge innovation and coordinated development, in order to adapt to the social structure and technical requirements of the current network age, and meet the needs of social change and learning innovation.
Cooperative learning system is a new framework of learning system in the knowledge age. It is an organic whole and framework which is composed of social elements and technical elements to achieve the coordinated development of individuals and the orderly interaction of groups. Based on the depth of cognitive processing and the attributes of recognition subjects in the learning system, the cooperative learning system is established from the cooperative learning system. Cultural variables, cognitive variables and the mapping relationship between the construction of learning technology system, advocating synergistic convergence and cooperation innovation in the whole human learning environment, the aim of which is to promote hand brain and use, realize unity and cultivate people with intelligence and intelligence. The construction and application of this new framework is no doubt a complicated process. The design research paradigm (DBR:Design-based Research), after more than four years of systematic research, preliminarily constructs the theoretical model and framework of collaborative learning system, cooperative learning principle and mechanism, collaborative learning design and application framework, and through empirical analysis to test and improve the collaborative learning system model and its framework. Learning system reform and teaching reform provide a theoretical model and practical framework.
The specific research idea is to build a collaborative learning system as the basic framework, consider the practical significance of the new framework, select the knowledge construction as the core of its application and develop the design research. In the interaction of theory, technology, practice and evaluation, it iteratively iterate through the interaction and enrich the research framework and research products. The full text is divided into four parts:
The first part is the analysis of the problem of context. It includes the introduction and the first chapter. Through the literature analysis, the theoretical interpretation and the practical observation, it systematically combs and analyses the context of the learning system from four layers of knowledge view, individual group dimension, learning metaphor and holistic view, in response to the Joseph Needham problem of learning in the knowledge age: the knowledge age is in the era of knowledge. In the rich information technology conditions, the knowledge construction and self development of the individual are not suitable for the development and demand of the times. This part mainly expounds the significance and necessity of the question and research, and analyses the framework of the related learning system from many levels and multiple perspectives.
The second part is the theoretical construction and the model development, including second chapters and third chapters. On the basis of the analysis of the problem of context, the research results of many experts in many fields, such as education, psychology, curriculum and teaching, education technology, information science, management science and so on, are especially benefited from the original thinking of Professor Zhi ting. The conceptual framework of collaborative learning system is put forward. The metamodel of collaborative learning system, field model and its dynamics are systematically constructed by using the method of theoretical construction and structured thinking. The theoretical framework and practical dimensions of the cooperative learning system are analyzed, and the cooperative learning mechanism and principles supporting knowledge construction are extracted and the principles are extracted. The system is constructed from five major principles and twenty corollaries, which are deep interaction, convergence and sharing, collective thinking, cooperative construction and multi field coordination, which provide guidance for the practical design of collaborative learning.
The third part is the framework of practical design and application. It includes fourth chapters. This part describes the development method of learning activities in the framework of collaborative learning system (Designof Synergistic Learning), and develops a collaborative learning design model to build a flexible dynamic system and a technical environment to support collaborative learning. At the same time, starting from the metaphorical model and learning principle of cooperative learning system, combining with the necessary metaphor of technology, a knowledge tagging tool, a collective thinking tool and a knowledge construction tool are designed, which can be realized in technology, and provide support for the practical application of collaborative learning supporting knowledge construction. It can establish a more consistent approach in theory to associate different patterns and learning expectations, mapping related activities, tools and resources (including manpower and Technology) to support it in instructional design. This chapter first constructs a collaborative learning design model, and describes the practical framework of this model, including activities. Design, field construction, technology design and knowledge construction application framework.
The fourth part is the extended evaluation and the empirical analysis. It includes the fifth chapters and the conclusion. This study uses the experimental research, uses the collaborative learning tool kit as the technical system to support the cooperative learning environment to construct the experimental situation, carries out the cooperative learning effect analysis and the knowledge construction to study the mechanism. The research adopts the questionnaire survey, the oral report analysis and the content of the research. The research supports the rationality of the synergetic learning metamodel and its knowledge construction model, describes the knowledge construction mechanism in the learning process, and demonstrates the role and effect of the cooperative learning tool in the process of supporting the knowledge construction of the learners. In order to further demonstrate the rationality of collaborative learning system and the feasibility of supporting knowledge construction for the basis of the basic framework of feedback cooperative learning, the conclusion is made on the main points of this study and the innovation of this research, and the theoretical construction, technical design, application framework and methodology of this study are carried out. Review and reflect on it, and put forward the orientation of future research.

【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2009
【分類號】：G434

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