【摘要】：當(dāng)代學(xué)習(xí)研究的“實(shí)踐轉(zhuǎn)向”以及教育實(shí)踐從“教”向“學(xué)”的范式轉(zhuǎn)移,推動(dòng)著教育技術(shù)研究的焦點(diǎn)從“基于媒體的教學(xué)模式與設(shè)計(jì)”轉(zhuǎn)向“技術(shù)支持的學(xué)習(xí)模式與設(shè)計(jì)”,當(dāng)代信息技術(shù)對(duì)教育和學(xué)習(xí)實(shí)踐的廣泛與深度參與已經(jīng)使得信息技術(shù)環(huán)境成為一種最為典型和應(yīng)用最廣泛的學(xué)習(xí)環(huán)境,其學(xué)習(xí)活動(dòng)的設(shè)計(jì)成為教學(xué)設(shè)計(jì)與技術(shù)研究關(guān)注的熱點(diǎn)問題,而活動(dòng)理論則為信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)設(shè)計(jì)提供了豐富的思想資源和強(qiáng)大的理論支撐。 本論文以“信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)設(shè)計(jì)研究”為題,對(duì)基于信息技術(shù)環(huán)境的學(xué)習(xí)活動(dòng)進(jìn)行了理論探究,構(gòu)建了信息技術(shù)環(huán)境下學(xué)習(xí)活動(dòng)系統(tǒng)的結(jié)構(gòu)模型、微觀和宏觀解釋性模型以及學(xué)習(xí)活動(dòng)展開的過程模型,對(duì)信息技術(shù)環(huán)境下學(xué)習(xí)活動(dòng)設(shè)計(jì)的基本過程模式和實(shí)施框架進(jìn)行了創(chuàng)新探索,提出了面向信息技術(shù)環(huán)境的“二維矩陣式”學(xué)習(xí)活動(dòng)設(shè)計(jì)理論模型,確立了信息技術(shù)環(huán)境下學(xué)習(xí)活動(dòng)設(shè)計(jì)的過程模型,設(shè)計(jì)開發(fā)了學(xué)習(xí)活動(dòng)設(shè)計(jì)決策支持系統(tǒng),并把信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)設(shè)計(jì)推向了實(shí)踐應(yīng)用。主要研究成果有以下幾點(diǎn)： 1.以對(duì)信息技術(shù)環(huán)境和活動(dòng)理論的基本把握為基礎(chǔ),使用活動(dòng)理論對(duì)信息技術(shù)環(huán)境進(jìn)行了界定和解讀,對(duì)其基于對(duì)技術(shù)的系統(tǒng)集成而表現(xiàn)出來的開放性和分布式這兩大顯著特征進(jìn)行了分析,并對(duì)信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)進(jìn)行了理論探索,提出信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)是一種信息技術(shù)支撐下的主客體社會(huì)性交互活動(dòng),并從活動(dòng)理論的視野出發(fā)把這種環(huán)境中的學(xué)習(xí)活動(dòng)劃分為三種基本類型。 2.從系統(tǒng)思考出發(fā),在活動(dòng)理論的基礎(chǔ)上提出了“信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)系統(tǒng)”概念并構(gòu)建了相應(yīng)的結(jié)構(gòu)模型,進(jìn)而在微觀和宏觀兩個(gè)層次上發(fā)展了信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)系統(tǒng)之解釋性模型,解析了信息技術(shù)環(huán)境下學(xué)習(xí)活動(dòng)的內(nèi)在心理機(jī)制與結(jié)構(gòu),并以此為基礎(chǔ),通過從理論到實(shí)踐的轉(zhuǎn)換,構(gòu)建了信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)外部過程模型。 3.以活動(dòng)理論為指南,把教學(xué)系統(tǒng)設(shè)計(jì)中經(jīng)典的“九大教學(xué)事件”理論推廣應(yīng)用于信息技術(shù)環(huán)境下,構(gòu)建了一個(gè)“二維矩陣式”學(xué)習(xí)活動(dòng)設(shè)計(jì)之理論模型,即信息技術(shù)環(huán)境下學(xué)習(xí)活動(dòng)設(shè)計(jì)的一套“算法”,并提出了實(shí)現(xiàn)這一模型的四大步驟：①初始選擇、②規(guī)則內(nèi)容制定、③學(xué)習(xí)活動(dòng)設(shè)計(jì)、④學(xué)習(xí)活動(dòng)空間預(yù)留,為后續(xù)信息技術(shù)環(huán)境下學(xué)習(xí)活動(dòng)設(shè)計(jì)的實(shí)踐應(yīng)用尤其是決策支持系統(tǒng)的設(shè)計(jì)和開發(fā)確立了理論原型。 4.提出了一個(gè)信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)設(shè)計(jì)之過程模型,確定了信息技術(shù)環(huán)境下學(xué)習(xí)活動(dòng)設(shè)計(jì)的四大基本內(nèi)容：①以對(duì)活動(dòng)系統(tǒng)的分析為基礎(chǔ),進(jìn)行可視化學(xué)習(xí)目標(biāo)的設(shè)計(jì)；②以學(xué)習(xí)目標(biāo)為導(dǎo)向,設(shè)計(jì)具有情境化和真實(shí)性的學(xué)習(xí)活動(dòng)；③從工具中介思想出發(fā),在設(shè)計(jì)中給學(xué)習(xí)配備多種支撐工具：④在評(píng)價(jià)設(shè)計(jì)中設(shè)置多元化評(píng)價(jià)方式,促進(jìn)學(xué)習(xí)者全面發(fā)展。 5.在對(duì)功能進(jìn)行分析的基礎(chǔ)上,設(shè)計(jì)開發(fā)了信息技術(shù)環(huán)境下學(xué)習(xí)活動(dòng)設(shè)計(jì)的決策支持系統(tǒng),針對(duì)不同功能需求,確定了三個(gè)不同資源庫：教學(xué)情境問題庫、活動(dòng)選擇規(guī)則庫、活動(dòng)設(shè)計(jì)決策庫,以及兩個(gè)案例庫,即學(xué)習(xí)活動(dòng)序列優(yōu)秀案例庫和學(xué)習(xí)活動(dòng)應(yīng)用實(shí)例庫,通過一系列規(guī)則設(shè)計(jì)并實(shí)現(xiàn)了原型系統(tǒng)。 6.如何讓教師在活動(dòng)理論指導(dǎo)下,設(shè)計(jì)信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng),將教學(xué)方法、課堂交流、課堂控制及課堂藝術(shù)融合起來,使以教師、課堂和書本為中心的單向教學(xué)向以學(xué)生為主體、以活動(dòng)為中心的互動(dòng)學(xué)習(xí)轉(zhuǎn)變,也是本論文研究和探索的一個(gè)重點(diǎn),通過對(duì)典型案例進(jìn)行的深入分析,全面展現(xiàn)了信息技術(shù)環(huán)境下學(xué)習(xí)活動(dòng)設(shè)計(jì)的基本進(jìn)程及其得失成敗的關(guān)鍵所在：學(xué)習(xí)活動(dòng)序列的設(shè)計(jì)。 本論文在研究中的創(chuàng)新主要包括以下三點(diǎn)： ①從活動(dòng)理論的視角出發(fā)對(duì)信息技術(shù)環(huán)境及信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)進(jìn)行了新的界定和解讀,初步提出了信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)理論,發(fā)展了信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)系統(tǒng)概念及相應(yīng)的結(jié)構(gòu)模型和解釋模型,構(gòu)建了信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)過程模型。 ②將加涅的“九段教學(xué)法”和課程教學(xué)中的典型課型進(jìn)行整合并構(gòu)建了二維矩陣,從而為基于活動(dòng)理論的學(xué)習(xí)活動(dòng)設(shè)計(jì)決策支持系統(tǒng)的設(shè)計(jì)和開發(fā)確立了一個(gè)基本的理論原型和行動(dòng)框架,并以此為基礎(chǔ)提出了信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)設(shè)計(jì)之過程模型。 ③設(shè)計(jì)開發(fā)了信息技術(shù)環(huán)境下學(xué)習(xí)活動(dòng)設(shè)計(jì)的決策支持系統(tǒng),通過一系列規(guī)則設(shè)計(jì)并實(shí)現(xiàn)了原型系統(tǒng),為教師在信息技術(shù)環(huán)境下的教學(xué)實(shí)踐提供了學(xué)習(xí)活動(dòng)設(shè)計(jì)的決策支持,從而豐富和發(fā)展了信息化教學(xué)設(shè)計(jì)。 信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)設(shè)計(jì)紛繁復(fù)雜,對(duì)信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)進(jìn)行研究和設(shè)計(jì)是一項(xiàng)規(guī)模宏大的研究課題,由于各種條件的限制,本論文對(duì)信息技術(shù)環(huán)境下的學(xué)習(xí)活動(dòng)設(shè)計(jì)研究雖然取得了一定的創(chuàng)新發(fā)現(xiàn),但在研究成果的深刻性、系統(tǒng)性、整體性和應(yīng)用性上還有待進(jìn)一步努力。
[Abstract]:The "practice turn" of contemporary learning research and the paradigm shift of educational practice from "teaching" to "learning" have pushed the focus of educational technology research from "media-based teaching model and design" to "technology-supported learning model and design". The extensive and deep participation of contemporary information technology in education and learning practice has been achieved. The information technology environment has become the most typical and widely used learning environment. The design of learning activities has become a hot issue in teaching design and technology research. Activity theory provides rich ideological resources and powerful theoretical support for the design of learning activities in the information technology environment.
In this paper, with the theme of "Study on the Design of Learning Activities in the Information Technology Environment", the author makes a theoretical inquiry into the learning activities based on the information technology environment, constructs the structural model of the learning activity system under the information technology environment, the micro and macro explanatory model and the process model of the learning activities development, and studies under the information technology environment. The basic process model and implementation framework of learning activity design are innovatively explored. A theoretical model of "two-dimensional matrix" learning activity design for information technology environment is proposed. The process model of learning activity design under information technology environment is established. A decision support system for learning activity design is designed and developed. Information technology is integrated into the system. The design of learning activities under the environment has been applied to practice. The main research results are as follows:
1. Based on the basic grasp of the information technology environment and activity theory, this paper defines and interprets the information technology environment by using activity theory, analyzes the two notable characteristics of the openness and distribution of the information technology-based system integration, and puts forward the theory of learning activities under the information technology environment. This paper explores and puts forward that learning activities in the information technology environment are a kind of social interaction between subject and object supported by information technology, and divides the learning activities in this environment into three basic types from the perspective of activity theory.
2. On the basis of activity theory, the concept of "learning activity system under information technology environment" is put forward and the corresponding structural model is constructed. Then, the explanatory model of learning activity system under information technology environment is developed at both micro and macro levels, and the learning activity under information technology environment is analyzed. On the basis of the internal psychological mechanism and structure, the external process model of learning activities under the information technology environment is constructed through the transformation from theory to practice.
3. Guided by activity theory, this paper extends the classical "nine teaching events" theory of instructional system design to the information technology environment, constructs a theoretical model of "two-dimensional matrix" learning activity design, that is, a set of "algorithms" for learning activity design in the information technology environment, and puts forward four ways to realize this model. Big steps: 1) Initial selection, 2) Formulation of rules and contents, 3) Design of learning activities, 4) Reservation of learning activity space, which establishes a theoretical prototype for the practical application of learning activity design in the follow-up information technology environment, especially for the design and development of decision support system.
4. Propose a process model of learning activity design under the information technology environment, and determine the four basic contents of learning activity design under the information technology environment: 1. Design visual learning objectives on the basis of activity system analysis; 2. Design learning activities with contextualization and authenticity based on learning objectives From the idea of tool intermediary, we should equip learning with various supporting tools in the design. Fourthly, we should set up diversified evaluation methods in the evaluation design to promote learners'all-round development.
5. Based on the analysis of the functions, a decision support system for learning activity design under the information technology environment is designed and developed. According to different functional requirements, three different resource bases are determined: teaching situation question base, activity selection rule base, activity design decision base, and two case bases, namely excellent case base of learning activity sequence. And application case library, designed and implemented prototype system through a series of rules.
6. How to let teachers design learning activities under the guidance of activity theory under the environment of information technology, and integrate teaching methods, classroom communication, classroom control and classroom art, so as to change the one-way teaching centered on teachers, classrooms and books into interactive learning centered on students and activities is also the research and exploration of this paper. A key point, through in-depth analysis of typical cases, fully shows the basic process of learning activity design under the information technology environment and the key to success or failure: the design of learning activity sequence.
The innovation of this paper includes three main points:
(1) From the perspective of activity theory, this paper defines and interprets the learning activities under the information technology environment and the information technology environment, puts forward the learning activities theory under the information technology environment, develops the concept of learning activities system under the information technology environment and the corresponding structure model and interpretation model, and constructs the information technology. A learning activity process model under the operating environment.
(2) Integrating Gagne's "Nine-Stage Teaching Method" with the typical course types in the course teaching and constructing a two-dimensional matrix, thus establishing a basic theoretical prototype and action framework for the design and development of learning activity design decision support system based on activity theory, and on this basis, putting forward the learning under the information technology environment. Activity design process model.
(3) Designed and developed the decision support system of learning activity design under the information technology environment, designed and implemented the prototype system through a series of rules, provided the decision support of learning activity design for teachers'teaching practice under the information technology environment, thus enriched and developed the information-based teaching design.
The design of learning activities under the information technology environment is complex and complicated. The research and design of learning activities under the information technology environment is a large-scale research topic. Due to the limitations of various conditions, this paper has made some innovative discoveries in the design of learning activities under the information technology environment, but the research results are still in good condition. Further efforts must be made in depth, systematicness, integrity and application.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G434

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本文編號(hào)：2189118