摘要
给养作为环境的使用者与环境之间的关系存在,代表既与有机体相关又与环境相关的意义,同时也潜在地提供了一种弥合技术和教学之间的鸿沟的途径,对于解释学习者与网络学习环境之间的生态化交互结构与规律有着非常重要的意义。从给养的视角来看,学习者与网络学习环境之间存在着自然相关、动态适应的生态化互动关系,共同构建网络学习的生态系统。文章从给养分类的视角,建立网络学习环境的给养结构。给养的分类,第一层面是对真实的给养和可感知的给养的区分;第二个层面是对功能给养、感官给养、认知给养、物理给养的区分;第三个层面则是对教育的、社会的、技术的给养的区分;还有正面的和负面的给养。该结构试图展现网络学习环境中给养的层次与类型,也就进一步规定了环境的功能,并对给养的设计起到直接的导向作用。
Affordance reflects the relationship ecological relationship between organism and the bridging the gap between technology and pedago between users and their environment. It describes the environment. It potentially provides an approach to gy. It is significantly important in interpreting the ecological interaction structure and pattern between learners and learning environment. From the perspective of affordance, leaners and their environment have an ecologically interactive relationship that is naturally related and dynamically adaptive; they co-construct the online learning ecosystem. We built the affordance structure of online learning environments based on the classifications of affordance. The first level of affordance classification was to differentiate the perceived and the real affordance. The second level of classification was to differentiate functional affordance, perceptual affordance, cognitive affordance, and physical affordance. The third level of classification was to differentiate educational, social, and technological affordances. We further differentiated positive and negative affordance. This affordance structure tries to display the hierarchy and types of affordance in online learning environment. It further specifies the function of online learning environment. It will play a role in guiding the design of affordances of online learning environment.
出处
《电化教育研究》
CSSCI
北大核心
2016年第11期51-59,共9页
E-education Research
基金
2016年度教育部人文社会科学研究青年基金项目"创客教育教师专业化培养支持系统构建理论与实践研究"(项目编号:16YJC880036)
2014年度天津市艺术科学规划项目"新媒体艺术及教育应用研究"(项目编号:A14079)
关键词
网络学习环境
给养
生态化结构
Online Learning Environments
Affordance
Ecological Structure
