發(fā)布時(shí)間：2018-06-22 12:42

  本文選題：虛擬學(xué)習(xí)共同體 + 轉(zhuǎn)化學(xué)習(xí)��； 參考：《浙江師范大學(xué)》2014年碩士論文

【摘要】：虛擬學(xué)習(xí)共同體已成為學(xué)習(xí)者開(kāi)展協(xié)作學(xué)習(xí)、通過(guò)交互對(duì)話獲得自身發(fā)展和集體智慧不斷生成的理想學(xué)習(xí)環(huán)境,在創(chuàng)造新的學(xué)習(xí)文化以及促進(jìn)綠色學(xué)習(xí)、終身學(xué)習(xí)方面具有良好的教育應(yīng)用前景。虛擬學(xué)習(xí)共同體借用信息技術(shù)構(gòu)建學(xué)習(xí)環(huán)境,實(shí)現(xiàn)了個(gè)性化學(xué)習(xí)與社會(huì)性學(xué)習(xí)的雙向結(jié)合,通過(guò)其獨(dú)特的交流協(xié)作學(xué)習(xí)方式實(shí)現(xiàn)理想的學(xué)習(xí)目標(biāo)。本研究圍繞“虛擬學(xué)習(xí)共同體中的轉(zhuǎn)化學(xué)習(xí)過(guò)程”這一主題,借鑒轉(zhuǎn)化學(xué)習(xí)等相關(guān)理論,結(jié)合現(xiàn)有的虛擬學(xué)習(xí)共同體應(yīng)用實(shí)踐,在對(duì)虛擬學(xué)習(xí)共同體中知識(shí)重構(gòu)方式和學(xué)習(xí)者參考框架內(nèi)部運(yùn)行機(jī)制分析的基礎(chǔ)上,以學(xué)習(xí)者經(jīng)驗(yàn)為出發(fā)點(diǎn),以新知聯(lián)系舊知,促進(jìn)舊知,完善和發(fā)展學(xué)習(xí)者參考框架為目的展開(kāi)研究。 首先,采用文獻(xiàn)研究和參與觀察等研究方法對(duì)轉(zhuǎn)化學(xué)習(xí)理論及虛擬學(xué)習(xí)共同體的研究現(xiàn)狀加以分析,借助轉(zhuǎn)化學(xué)習(xí)理論,重新審視虛擬學(xué)習(xí)共同體中學(xué)習(xí)過(guò)程,設(shè)計(jì)轉(zhuǎn)化學(xué)習(xí)過(guò)程模型,進(jìn)而研究該過(guò)程如何觸發(fā)、維持深層次學(xué)習(xí),促進(jìn)學(xué)習(xí)者認(rèn)知轉(zhuǎn)化。第二,從個(gè)體空間、群體空間、共同空間等不同的維度,重點(diǎn)探討轉(zhuǎn)化學(xué)習(xí)過(guò)程中的“沖突”設(shè)計(jì)和解決、反思性對(duì)話的組織、批判性和反思性的體現(xiàn)以及助學(xué)者與共同體成員之間的關(guān)系處理等問(wèn)題。第三,在上述研究以及實(shí)際觀察的基礎(chǔ)上,采用QQ工具為會(huì)話平臺(tái),提出虛擬學(xué)習(xí)共同體中轉(zhuǎn)化學(xué)習(xí)的實(shí)施路線,并給出了具體的實(shí)施方案。 學(xué)習(xí)的轉(zhuǎn)化層次和學(xué)習(xí)者的思維水平是衡量虛擬學(xué)習(xí)共同體運(yùn)行“效率和效果”的關(guān)鍵指標(biāo)之一。從全局性研究視野來(lái)看,以優(yōu)勢(shì)學(xué)習(xí)資源為中心,建立跨區(qū)域的專業(yè)虛擬學(xué)習(xí)共同體,無(wú)疑可以加強(qiáng)與優(yōu)勢(shì)學(xué)校相關(guān)專業(yè)師生間的合作交流,.最大限度地實(shí)現(xiàn)智慧共激,以期改善網(wǎng)絡(luò)學(xué)習(xí)層次“低、單、淺”的問(wèn)題。
[Abstract]:The virtual learning community has become an ideal learning environment for learners to carry out collaborative learning, achieve their own development and collective wisdom through interactive dialogue, create a new learning culture and promote green learning. Lifelong learning has a good prospect of educational application. The virtual learning community uses information technology to construct the learning environment, realizes the two-way combination of individualized learning and social learning, and realizes the ideal learning goal through its unique communication and cooperative learning method. This study revolves around the theme of "transformational learning process in virtual learning community", draws lessons from relevant theories such as transformation learning, and combines the existing application practice of virtual learning community. Based on the analysis of the way of knowledge reconstruction in the virtual learning community and the internal operating mechanism of the learner's reference frame, and taking the learner's experience as the starting point, the paper combines the new knowledge with the old one, and promotes the old knowledge. The purpose of this study is to improve and develop the learner reference framework. First of all, by using the methods of literature research and participatory observation, this paper analyzes the current situation of the research on transforming learning theory and virtual learning community, and reexamines the learning process in virtual learning community with the help of transformation learning theory. The model of transforming learning process is designed to study how to trigger the process, maintain deep learning and promote learners' cognitive transformation. Second, from the individual space, group space, common space and other different dimensions, focus on the transformation of the learning process of "conflict" design and resolution, reflective dialogue organization, The reflection of criticism and reflection, and the handling of the relationship between the students and the members of the Community. Thirdly, on the basis of the above research and practical observation, using QQ tool as the conversation platform, the implementation route of transforming learning in virtual learning community is put forward, and the concrete implementation scheme is given. The transformation level of learning and the thinking level of learners are one of the key indexes to measure the efficiency and effectiveness of virtual learning community. From the perspective of global research, the establishment of a cross-regional virtual learning community with advantage learning resources as the center can undoubtedly strengthen the cooperation and exchange between teachers and students of relevant majors in superior schools. To maximize the wisdom of the common excitation, in order to improve the network learning level of "low, single, shallow" problem.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G434

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