基于碎片化問題的非線性認知模式研究
發(fā)布時間：2018-07-16 13:56
【摘要】：數(shù)字化學習帶來了全新的學習體驗,網(wǎng)絡成了自我的延伸,通過關(guān)聯(lián)社會關(guān)系網(wǎng)絡,擴大了學習的內(nèi)容支撐作用,也在無形中提升了自我的學習認知能力。但網(wǎng)絡化的知識內(nèi)容的非線性呈現(xiàn)方式,無法避免信息超載、知識泡沫化、學習內(nèi)容的微型化和認知的碎片化等問題,易造成學習者迷失學習方向、認知超載、難以整合完整知識結(jié)構(gòu)實現(xiàn)知識系統(tǒng)性還原。易造成學習者的認知負荷加劇,成了滋生淺層學習的溫床,難以實現(xiàn)深度學習的開展。通過運用關(guān)聯(lián)主義和建構(gòu)主義理論,分析在人際網(wǎng)絡和知識網(wǎng)絡中,知識的組織呈現(xiàn)和表征方式的變化,借此探討認知策略(Cognitive Strategy)在社會知識平面無限擴展的情況下,如何聚合碎片化內(nèi)容,提高深層次的信息加工、批判性的高階思維能力,實現(xiàn)知識轉(zhuǎn)化、知識遷移和知識的主動建構(gòu),促進碎片化學習模式和方法的實現(xiàn)和應用。
[Abstract]:Digital learning has brought a new learning experience, the network has become an extension of the self, through the network of social relations, expand the content of learning support, but also improve the learning and cognitive ability of their own. However, the nonlinear presentation of networked knowledge content can not avoid the problems of information overload, knowledge bubble, learning content miniaturization and cognitive fragmentation, which can easily lead to learners losing their learning direction and cognitive overload. It is difficult to integrate the complete knowledge structure to realize the systematic reduction of knowledge. It is easy to cause learners' cognitive burden to intensify and become a breeding ground for shallow learning, and it is difficult to carry out in-depth learning. By using the theories of relevance and constructivism, this paper analyzes the changes in the presentation and representation of knowledge in interpersonal networks and knowledge networks, and explores the situation that cognitive strategy expands infinitely in the plane of social knowledge. How to aggregate the fragmented content, improve the deep-level information processing, critical high-order thinking ability, realize knowledge transformation, knowledge transfer and active construction of knowledge, promote the realization and application of fragmentation learning mode and method.
【作者單位】： 浙江廣播電視大學開放與遠程教育研究院;
【基金】：全國教育信息技術(shù)研究“十二五”規(guī)劃課題“網(wǎng)絡環(huán)境下基于微內(nèi)容的自組織學習模式研究”(課題編號:136241411) 浙江省教育廳2013年度科研計劃項目“開放大學創(chuàng)新教學模式實踐研究——基于技術(shù)支持的協(xié)同教學”(課題編號:Y201329006) 2014年浙江省高校教育科學規(guī)劃課題“開放大學多元化發(fā)展路徑選擇:基于應用型地方高校建設的視角”(課題編號:2014SCG189) 2014年度浙江省職業(yè)教育與成人教育協(xié)會科研課題“創(chuàng)業(yè)導向下農(nóng)民大學生數(shù)字化學習能力培養(yǎng)模式”(課題編號:14-高08)
【分類號】：G434
[Abstract]:Digital learning has brought a new learning experience, the network has become an extension of the self, through the network of social relations, expand the content of learning support, but also improve the learning and cognitive ability of their own. However, the nonlinear presentation of networked knowledge content can not avoid the problems of information overload, knowledge bubble, learning content miniaturization and cognitive fragmentation, which can easily lead to learners losing their learning direction and cognitive overload. It is difficult to integrate the complete knowledge structure to realize the systematic reduction of knowledge. It is easy to cause learners' cognitive burden to intensify and become a breeding ground for shallow learning, and it is difficult to carry out in-depth learning. By using the theories of relevance and constructivism, this paper analyzes the changes in the presentation and representation of knowledge in interpersonal networks and knowledge networks, and explores the situation that cognitive strategy expands infinitely in the plane of social knowledge. How to aggregate the fragmented content, improve the deep-level information processing, critical high-order thinking ability, realize knowledge transformation, knowledge transfer and active construction of knowledge, promote the realization and application of fragmentation learning mode and method.
【作者單位】： 浙江廣播電視大學開放與遠程教育研究院;
【基金】：全國教育信息技術(shù)研究“十二五”規(guī)劃課題“網(wǎng)絡環(huán)境下基于微內(nèi)容的自組織學習模式研究”(課題編號:136241411) 浙江省教育廳2013年度科研計劃項目“開放大學創(chuàng)新教學模式實踐研究——基于技術(shù)支持的協(xié)同教學”(課題編號:Y201329006) 2014年浙江省高校教育科學規(guī)劃課題“開放大學多元化發(fā)展路徑選擇:基于應用型地方高校建設的視角”(課題編號:2014SCG189) 2014年度浙江省職業(yè)教育與成人教育協(xié)會科研課題“創(chuàng)業(yè)導向下農(nóng)民大學生數(shù)字化學習能力培養(yǎng)模式”(課題編號:14-高08)
【分類號】：G434
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