摘要
网络学习社区凭借其特有的技术性、交互性、建构性和社会性等优势提高了自考生的群体感、归属感和凝聚力,为质变学习提供得天独厚的有利条件。然而,就其现状而言,网络学习社区在质变学习中的应用效果不佳。生态学中"花盆效应""生态位""生态平衡""生态耐度""活水效应""边缘效应"和"限制因子"等可以为自考生在网络学习社区环境下有效完成质变学习提供有益借鉴。在网络学习社区环境下,唯有以情境性、交互性、主动性和差异性等原则为依据,规避"非生物环境"的"花盆效应",遵循"生物"的"生态位原理",方可有效实施质变学习,提高自考生质变学习的质量。
The network learning community,with virtue of its unique technical,interactive,constructive and social characteristics,has improved the group feeling,belonging sense and cohesion of the self taught students.At the same time,it provides the unique conditions for the transformative learning.However,the application of the network learning community in transformative learning doesn’t work well.The concepts of“flower pot effect”,“niche”,“ecological balance”,“ecological tolerance”,“living water effect”,“marginal effect”and“limiting factor”can be used to provide some useful references to the effective completion of transformative learning.Only by avoiding“flower pot effect”of“non biological environment”,following the“niche principle”of“organism”based on the principles of situationality,interactivity,initiative and diversity,can we effectively implement and improve the quality of transformative learning.
作者
刘凤存
LIU Feng cun(Continuing Education Center,Zaozhuang Vocational College of Science&Technology,Tengzhou Shandong 277599,China)
出处
《河北大学成人教育学院学报》
2018年第1期29-34,共6页
Journal of Adult Education College of Hebei University
基金
全国人文社会科学课题"基于网络学习社区的自考生质变学习研究"(编号:17BJR01149)
关键词
生态学
网络学习社区
自考生质变学习
ecology
network learning community
self taught students’transformative learning
