摘要
当代学习理论正在发生有意义的变化,学习越来越多的被认为是建构认知、分布式认知和情境认知的过程,而不仅仅是知识的传递;越来越关注知识协同建构的社会本质,知识协同建构受共同体的影响。Web2.0技术在e-Learning中的应用更加关注学习过程的参与性,强调通过师生、生生之间的学习活动来促进知识内容的内化,通过学习活动的序列化,来支持多种实践导向的教学模式。而普适计算技术的发展,使得学习无时不在、无处不在、按需适应成为可能。在学习理论发展和信息技术发展的双重推动下,网络教学正实现从接受认知范式到建构认知范式再到分布式情境认知范式的转换,这反映了e-Learning从技术向教育回归的基本趋势。
The learning theory is changing significantly. Learning is more and more considered as a process of constructive, distributed, and situated cognition, but not just the transmission of knowledge. Researchers pay more and more attention to social essence of learning which affected by community. The application of Web2.0 emphasizes participation and interactive activities to internalize content and by serializing learning activities to support practice-oriented teaching models. The development of ubiquitous computing enables us to learn anywhere and anytime which makes learning just in time ＆ enough possible. With the development of learning theory and information technology, online learning is transforming from accepted cognition paradigm to constructive cognition paradigm, and possibly to distributed situated cognition paradigm, which reflects the basic tendency that e-Learning is coming back from technology to education.
出处
《远程教育杂志》
CSSCI
2009年第3期3-15,共13页
Journal of Distance Education
基金
全国教育科学“十一五”规划国家重点课题“以教育技术促进学校教育创新研究”(课题编号:ACA07004)
教育部重点课题“‘一对一’网络环境下的教学效率提升研究”(DCA080114)项目支持
关键词
e—Learning
接受认知范式
建构认知范式
分布式情境认知范式
泛在学习
教学范式变迁
e-Learning
Accepted cognition paradigm
Constructive cognition paradigm
Distributed situated cognition paradigm
Ubiquitous learning
Transformation of instruction
