摘要
教育信息化的发展过程中,技术的革新推动学习空间在形态等方面发生着重要的变化,以"授导"为特征的学习空间便于学生形成对已知世界的认识,以"探究"为特征的学习空间可以帮助学生将已知世界的知识运用于解决未知世界的问题,但这两类空间更加便于教师为学习者提供共性的教育。以"适应"为特征的学习空间出现以后,学习将能够体现个性化,并能够满足未来社会有差异的结构化人才需求。但是,学习空间自身并不能够引发学习的变革,甚至有可能导致异化,只有从学习范式入手,并重新认识在新的范式中学生、教师、各类学习支持与服务系统的角色责任,才有可能使得适应性学习成为教育的新常态。
In the development of educational informatization, the innovation of technology promotes the important changes of learning space in form and other aspects. The learning space characterized by ＂instruction＂ is convenient for students to form the knowledge of the known world. The learning space characterized by ＂inquiry＂ can help students to use the knowledge of the known world to solve the problem in unknown world, but these two kinds of space are more convenient for teachers to provide common education for learners. After the emergence of learning space characterized by ＂adaptation＂, learning will be able to embody personalization and meet different needs of structured talents in the future. However,learning space itself does not lead to changes in learning and may even lead to alienation. Only from the perspective of the learning paradigm and recognizing the roles and responsibilities of middle school students, teachers and various learning support and service systems in the new paradigm, the adaptive learning will become the new normal in education.
作者
沈书生
SHEN Shusheng(College of Educational Sciences,Nanjing Normal University,Nanjing Jiangsu 210097)
出处
《电化教育研究》
CSSCI
北大核心
2018年第8期59-63,84,共6页
E-education Research
基金
"江苏2011计划:南京师范大学立德树人协同创新中心"项目
关键词
学习空间
学习范式
适应性学习
学习层次
学习角色责任
Learning Space
Learning Paradigm
Adaptive Learning
Learning Hierarchy
Learning Role Responsibility
