本文選題：協(xié)同學(xué)習(xí)系統(tǒng) + 場(chǎng)域�。� 參考：《華東師范大學(xué)》2009年博士論文

【摘要】： 無(wú)論是從教育變革與學(xué)習(xí)創(chuàng)新的當(dāng)代需求,還是從教學(xué)目標(biāo)和學(xué)習(xí)結(jié)果的時(shí)代取向,教育者和研究者都強(qiáng)調(diào)學(xué)習(xí)的整體品質(zhì)和學(xué)習(xí)者的協(xié)調(diào)發(fā)展。然而現(xiàn)有學(xué)習(xí)系統(tǒng)的局限性難以支持和關(guān)注學(xué)習(xí)情境中的文化變量和認(rèn)知變量,從而無(wú)法支持知識(shí)時(shí)代的學(xué)習(xí)變革。本研究將學(xué)習(xí)的多維要素引入場(chǎng)動(dòng)力學(xué)視野,提出了協(xié)同學(xué)習(xí)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(shí)創(chuàng)新建構(gòu)為基礎(chǔ),對(duì)傳統(tǒng)學(xué)習(xí)系統(tǒng)進(jìn)行了整體論、知識(shí)觀、個(gè)體-群體維度、認(rèn)知加工維度上的重構(gòu)與拓展,從整觀與協(xié)同的思維關(guān)注知識(shí)創(chuàng)新和協(xié)調(diào)發(fā)展,以適應(yīng)當(dāng)前網(wǎng)絡(luò)時(shí)代社會(huì)結(jié)構(gòu)和技術(shù)要求,滿足社會(huì)變革和學(xué)習(xí)創(chuàng)新需要。 協(xié)同學(xué)習(xí)系統(tǒng)定位為知識(shí)時(shí)代的學(xué)習(xí)系統(tǒng)新框架,是一個(gè)由社會(huì)要素和技術(shù)要素相互作用構(gòu)成的、以達(dá)成個(gè)體協(xié)調(diào)發(fā)展與群體有序互動(dòng)的有機(jī)整體和框架�；趯W(xué)習(xí)系統(tǒng)中的認(rèn)知加工的深度和認(rèn)知主體的屬性,協(xié)同學(xué)習(xí)系統(tǒng)建立了從文化變量、認(rèn)知變量到學(xué)習(xí)技術(shù)系統(tǒng)構(gòu)量之間的映射關(guān)系,主張?jiān)谌税l(fā)展學(xué)習(xí)環(huán)境中進(jìn)行協(xié)同匯聚、合作創(chuàng)新,其目標(biāo)在于促進(jìn)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(yīng)用無(wú)疑是一個(gè)復(fù)雜的過(guò)程。借鑒目前日漸興起的設(shè)計(jì)研究范式(DBR:Design-based Research),經(jīng)過(guò)四年多的系統(tǒng)研究,本文初步系統(tǒng)地構(gòu)建協(xié)同學(xué)習(xí)系統(tǒng)的理論模型與框架、協(xié)同學(xué)習(xí)原理與機(jī)制、協(xié)同學(xué)習(xí)設(shè)計(jì)與應(yīng)用框架,并通過(guò)實(shí)證分析來(lái)檢驗(yàn)和完善協(xié)同學(xué)習(xí)系統(tǒng)模型及其框架,為學(xué)習(xí)系統(tǒng)變革及教學(xué)改革提供了一種理論模型與實(shí)踐框架。 具體研究思路為,以構(gòu)建協(xié)同學(xué)習(xí)系統(tǒng)為基本框架,考量新框架的現(xiàn)實(shí)意義,選擇知識(shí)建構(gòu)作為其應(yīng)用的核心展開(kāi)設(shè)計(jì)研究。在理論—技術(shù)—實(shí)踐—評(píng)價(jià)反思的交互中精致循環(huán)迭代,不斷充實(shí)研究框架和研究制品。全文共分四個(gè)部分: 第一部分為境脈問(wèn)題分析。包括引言和第一章。通過(guò)文獻(xiàn)分析、理論闡釋與實(shí)踐觀察,分別從知識(shí)觀、個(gè)體-群體維度、學(xué)習(xí)隱喻和整體觀四個(gè)層面對(duì)學(xué)習(xí)系統(tǒng)的境脈進(jìn)行系統(tǒng)的梳理和探析,以回應(yīng)知識(shí)時(shí)代學(xué)習(xí)的李約瑟難題:知識(shí)時(shí)代在豐富的信息技術(shù)條件中個(gè)體的知識(shí)建構(gòu)和自身發(fā)展反而是成為不能適應(yīng)時(shí)代的發(fā)展和需求。本部分主要闡述了問(wèn)題的提出和研究的意義及必要性,并對(duì)相關(guān)學(xué)習(xí)系統(tǒng)框架進(jìn)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(kāi)發(fā)。包括第二章和第三章。在境脈問(wèn)題分析的基礎(chǔ)上,基于教育、心理、課程與教學(xué)、教育技術(shù)學(xué)、信息科學(xué)、管理科學(xué)等諸多領(lǐng)域眾多專家的充實(shí)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(xué)習(xí)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(xué)習(xí)系統(tǒng)元模型、場(chǎng)域模型及其動(dòng)力學(xué),分析了協(xié)同學(xué)習(xí)系統(tǒng)的理論框架和實(shí)踐維度,提煉了支持知識(shí)建構(gòu)的協(xié)同學(xué)習(xí)機(jī)制與原理,分別從五個(gè)大的原則及二十條推論進(jìn)行系統(tǒng)建構(gòu),分別是深度互動(dòng)、匯聚共享、集體思維、合作建構(gòu)及多場(chǎng)協(xié)調(diào),為協(xié)同學(xué)習(xí)的實(shí)踐設(shè)計(jì)提供了指南。 第三部分為實(shí)踐設(shè)計(jì)與應(yīng)用框架。包括第四章。本部分協(xié)同學(xué)習(xí)設(shè)計(jì)(Designof Synergistic Learning)一詞來(lái)表述協(xié)同學(xué)習(xí)系統(tǒng)框架內(nèi)的學(xué)習(xí)活動(dòng)的開(kāi)發(fā)方法,并開(kāi)發(fā)了協(xié)同學(xué)習(xí)設(shè)計(jì)模型來(lái)構(gòu)建靈活的活動(dòng)體系和技術(shù)環(huán)境,以支持協(xié)同學(xué)習(xí)的實(shí)現(xiàn)和實(shí)踐。同時(shí),從協(xié)同學(xué)習(xí)系統(tǒng)元模型及學(xué)習(xí)原理出發(fā),結(jié)合技術(shù)的必要隱喻,設(shè)計(jì)了知識(shí)標(biāo)注工具、集體思維工具以及知識(shí)建構(gòu)工具,并從技術(shù)上得以實(shí)現(xiàn),為支持知識(shí)建構(gòu)的協(xié)同學(xué)習(xí)的實(shí)踐應(yīng)用提供了支持。通過(guò)建構(gòu)協(xié)同學(xué)習(xí)設(shè)計(jì)模型,可以建立一種在理論上更加一致的方法來(lái)關(guān)聯(lián)不同的模式與學(xué)習(xí)的期望特征,在教學(xué)設(shè)計(jì)中映射到相關(guān)的活動(dòng)、工具和資源(包括人力和技術(shù)的)來(lái)支持它。本章首先建構(gòu)了協(xié)同學(xué)習(xí)設(shè)計(jì)模型,同時(shí)描述這一模式的實(shí)踐框架,包括活動(dòng)設(shè)計(jì)、場(chǎng)域構(gòu)建、技術(shù)設(shè)計(jì)和知識(shí)建構(gòu)應(yīng)用框架。 第四部分為擴(kuò)展評(píng)價(jià)與實(shí)證分析。包括第五章和結(jié)語(yǔ)。本研究采用實(shí)驗(yàn)研究,以協(xié)同學(xué)習(xí)工具套件為技術(shù)系統(tǒng)支持協(xié)同學(xué)習(xí)環(huán)境構(gòu)建實(shí)驗(yàn)情境,進(jìn)行協(xié)同學(xué)習(xí)效果分析和知識(shí)建構(gòu)使能機(jī)制研究。研究采用問(wèn)卷調(diào)查、口語(yǔ)報(bào)告分析、內(nèi)容分析等方法進(jìn)行實(shí)證研究。研究支持了協(xié)同學(xué)習(xí)元模型及其知識(shí)建構(gòu)模型的合理性,描述了在學(xué)習(xí)過(guò)程中的知識(shí)建構(gòu)機(jī)制,實(shí)證了協(xié)同學(xué)習(xí)工具在支持學(xué)習(xí)者知識(shí)建構(gòu)過(guò)程中的作用與效果。在擴(kuò)展評(píng)價(jià)部分,以國(guó)內(nèi)有影響力的教改案例作為境脈擴(kuò)展的依據(jù)回饋協(xié)同學(xué)習(xí)的基本框架,進(jìn)一步論證協(xié)同學(xué)習(xí)系統(tǒng)的合理性與支持知識(shí)建構(gòu)的可行性。結(jié)語(yǔ)部分對(duì)本研究的主要觀點(diǎn)、創(chuàng)新之進(jìn)行了研究總結(jié),對(duì)本研究中的理論建構(gòu)、技術(shù)設(shè)計(jì)、應(yīng)用框架以及方法論方面進(jìn)行了系統(tǒng)審視和反思,并提出了未來(lái)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(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G434

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳科科;王麗娜;;布迪厄場(chǎng)域理論視角下大學(xué)生失業(yè)群體的求職與生存[J];南方論刊;2007年05期

2 夏長(zhǎng)寶;;中國(guó)家政學(xué)本土化的路徑趨向[J];吉林廣播電視大學(xué)學(xué)報(bào);2009年06期

3 邱關(guān)軍;;共生教育析[J];教育導(dǎo)刊;2010年08期

4 田國(guó)秀;李冬卉;;兩種學(xué)校團(tuán)體輔導(dǎo)方式的整合探索——基于布迪厄的場(chǎng)域、慣習(xí)理論的思考[J];首都師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2011年02期

5 黃敏;生活形式與場(chǎng)域游戲——從維特根斯坦到布迪厄[J];中山大學(xué)學(xué)報(bào)論叢;2000年05期

6 劉郁,王良范;巫術(shù)與心理治療的意義場(chǎng)域同構(gòu)——以侗族、彝族的巫術(shù)個(gè)案為例[J];貴州民族研究;2003年03期

7 高云飛;;東北資源型城市社區(qū)建設(shè)面臨的問(wèn)題及解決問(wèn)題的出路——場(chǎng)域視角下的社區(qū)問(wèn)題探討[J];長(zhǎng)春理工大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2006年03期

8 薄景昕;;論《新青年》場(chǎng)域的構(gòu)成[J];求是學(xué)刊;2009年01期

9 荀振芳;汪慶華;;自主招生:精英角逐的場(chǎng)域[J];清華大學(xué)教育研究;2011年02期

10 王峰;;場(chǎng)域視野下的文學(xué)經(jīng)典構(gòu)建[J];河南師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2011年04期

相關(guān)會(huì)議論文 前1條

1 余霞;;試論社會(huì)主義新農(nóng)村的文化建設(shè)[A];“三農(nóng)”問(wèn)題與新農(nóng)村建設(shè)——湖北省首屆涉農(nóng)領(lǐng)域青年博士論壇論文集[C];2006年

相關(guān)重要報(bào)紙文章 前5條

1 王昕（作者為北京廣播學(xué)院廣播電視文學(xué)系博士研究生）;電視制作不可忽略“本土化”[N];文匯報(bào);2002年

2 夏 敏;法官的“角色”意識(shí)[N];人民法院報(bào);2002年

3 趙昌平;花之靈·王小慧詩(shī)性攝影[N];中華讀書(shū)報(bào);2002年

4 李似珍;哲學(xué)視野中的科學(xué)[N];中華讀書(shū)報(bào);2002年

5 恒沙;現(xiàn)代性視野中的文學(xué)制度研究[N];中華讀書(shū)報(bào);2002年

相關(guān)博士學(xué)位論文 前10條

1 王佑鎂;協(xié)同學(xué)習(xí)系統(tǒng)的建構(gòu)與應(yīng)用研究[D];華東師范大學(xué);2009年

2 鄭淮;場(chǎng)域視野下的學(xué)生社會(huì)性發(fā)展研究[D];西南大學(xué);2007年

3 武紅羽;司法調(diào)解的生產(chǎn)過(guò)程[D];吉林大學(xué);2008年

4 楊宏麗;人類學(xué)課程設(shè)計(jì)模式的研究[D];東北師范大學(xué);2008年

5 楊平;西北民族地區(qū)農(nóng)牧民政治參與研究[D];陜西師范大學(xué);2009年

6 宮留記;布迪厄的社會(huì)實(shí)踐理論[D];南京師范大學(xué);2007年

7 方千華;競(jìng)技運(yùn)動(dòng)表演論[D];福建師范大學(xué);2007年

8 張寧;中國(guó)轉(zhuǎn)型時(shí)期政府形象的媒介再現(xiàn)[D];復(fù)旦大學(xué);2007年

9 余國(guó)良;五四知識(shí)群體的革命論述[D];復(fù)旦大學(xué);2006年

10 季倩;“設(shè)計(jì)之城”一種文化生成的場(chǎng)域研究[D];中央美術(shù)學(xué)院;2009年

相關(guān)碩士學(xué)位論文 前10條

1 吳丹;協(xié)同學(xué)習(xí)系統(tǒng)中思維工具集的設(shè)計(jì)與開(kāi)發(fā)研究[D];華東師范大學(xué);2011年

2 呂杰昕;課程場(chǎng)域中的權(quán)力關(guān)系研究[D];華東師范大學(xué);2005年

3 閆西安;布迪厄文化資本理論及其實(shí)踐價(jià)值研究[D];東北師范大學(xué);2006年

4 劉政昌;新生代農(nóng)民工“企業(yè)社區(qū)”教育模式研究[D];華東師范大學(xué);2008年

5 楊新華;消費(fèi)主義文化語(yǔ)境中“紅色經(jīng)典”的改編[D];蘭州大學(xué);2008年

6 高喜軍;作為資本的文化[D];首都師范大學(xué);2008年

7 芮亦康;從“場(chǎng)域”理論看沈從文創(chuàng)作理念的流變[D];浙江大學(xué);2009年

8 臧家梅;新課改下中學(xué)生物學(xué)教學(xué)場(chǎng)域中的師生沖突研究[D];曲阜師范大學(xué);2009年

9 李英;透視生育意愿和生育行為中的性別偏好[D];河北大學(xué);2006年

10 代燕春;苗族流動(dòng)人口家庭教育資源狀況的個(gè)案研究[D];云南師范大學(xué);2005年

，

本文編號(hào)：1855152