现代远程教育研究
現代遠程教育研究
현대원정교육연구
MODERN DISTANCE EDUCATION RESEARCH
2013年
6期
105-111
,共7页
杨文正%熊才平%江星玲%汪学均
楊文正%熊纔平%江星玲%汪學均
양문정%웅재평%강성령%왕학균
泛在学习%教学体验%学习方式%互动分析%参与度分析%教师角色
汎在學習%教學體驗%學習方式%互動分析%參與度分析%教師角色
범재학습%교학체험%학습방식%호동분석%삼여도분석%교사각색
Ubiquitous Learning%Teaching Experience%Learning Methods%Interaction Analysis%Participation Analysis%Teachers' Role
随着3G技术、人工智能和云计算等关键技术的快速发展，泛在技术开始出现在多种教育场景中。然而目前国内关于泛在学习的研究，还主要集中在基本理论、技术支持、环境构建、资源服务设计以及标准规范等问题，对泛在技术在教学应用方面的研究还不太突出。深化泛在技术的具体教学应用和实践，对泛在学习研究由理论走向实践，并向教育应用纵深发展具有积极的意义。泛在技术环境下教学系统的各个要素及其关系与传统教学环境存在着内在属性的差异，需要教育实践者亲身体察。华中师范大学教育技术学62名研究生，从体验的视角，在无线网络和笔记本电脑终端构建的学习环境中，探究泛在技术环境下的学习方式、教学交互、课堂参与以及教师角色。研究发现：在泛在技术环境下，学习者以问题为中心，选择自主探究和学习共同体协作为主的方式，进行以人为本的多维互动，其整体参与度呈现多波峰的波浪式变化规律，而个体则以显性参与为主，参与体验的终端数对学生的深层参与影响较大。同时，泛在技术对教师能力提出了更高要求，强化了教师作用，教师转变为集教学组织、引导、帮助和评价于一身的多元角色。但是为了形成平等、互助、协商的学习氛围，教师需适度参与学习者互动。
隨著3G技術、人工智能和雲計算等關鍵技術的快速髮展，汎在技術開始齣現在多種教育場景中。然而目前國內關于汎在學習的研究，還主要集中在基本理論、技術支持、環境構建、資源服務設計以及標準規範等問題，對汎在技術在教學應用方麵的研究還不太突齣。深化汎在技術的具體教學應用和實踐，對汎在學習研究由理論走嚮實踐，併嚮教育應用縱深髮展具有積極的意義。汎在技術環境下教學繫統的各箇要素及其關繫與傳統教學環境存在著內在屬性的差異，需要教育實踐者親身體察。華中師範大學教育技術學62名研究生，從體驗的視角，在無線網絡和筆記本電腦終耑構建的學習環境中，探究汎在技術環境下的學習方式、教學交互、課堂參與以及教師角色。研究髮現：在汎在技術環境下，學習者以問題為中心，選擇自主探究和學習共同體協作為主的方式，進行以人為本的多維互動，其整體參與度呈現多波峰的波浪式變化規律，而箇體則以顯性參與為主，參與體驗的終耑數對學生的深層參與影響較大。同時，汎在技術對教師能力提齣瞭更高要求，彊化瞭教師作用，教師轉變為集教學組織、引導、幫助和評價于一身的多元角色。但是為瞭形成平等、互助、協商的學習氛圍，教師需適度參與學習者互動。
수착3G기술、인공지능화운계산등관건기술적쾌속발전，범재기술개시출현재다충교육장경중。연이목전국내관우범재학습적연구，환주요집중재기본이론、기술지지、배경구건、자원복무설계이급표준규범등문제，대범재기술재교학응용방면적연구환불태돌출。심화범재기술적구체교학응용화실천，대범재학습연구유이론주향실천，병향교육응용종심발전구유적겁적의의。범재기술배경하교학계통적각개요소급기관계여전통교학배경존재착내재속성적차이，수요교육실천자친신체찰。화중사범대학교육기술학62명연구생，종체험적시각，재무선망락화필기본전뇌종단구건적학습배경중，탐구범재기술배경하적학습방식、교학교호、과당삼여이급교사각색。연구발현：재범재기술배경하，학습자이문제위중심，선택자주탐구화학습공동체협작위주적방식，진행이인위본적다유호동，기정체삼여도정현다파봉적파랑식변화규률，이개체칙이현성삼여위주，삼여체험적종단수대학생적심층삼여영향교대。동시，범재기술대교사능력제출료경고요구，강화료교사작용，교사전변위집교학조직、인도、방조화평개우일신적다원각색。단시위료형성평등、호조、협상적학습분위，교사수괄도삼여학습자호동。
With the rapid development of 3G technology, artificial intelligence and cloud computing, ubiquitous technology began to appear in a variety of educational scenarios. However, the current domestic research on ubiquitous learning mainly focuses on the basic theory, technical support, environment construction, resources and service design as well as standard specification etc., whereas research on the application of ubiquitous technology in teaching is comparatively less prominent. Deepening specific teaching application and practice of ubiquitous technology is significant for shifting the research from theory to practice and for further and profound development of ubiquitous learning. The elements and their relationship of a teaching system under ubiquitous technology environment are different from those of the traditional teaching environment in terms of intrinsic property, which require education practitioners to experience and observe in person. From the perspective of experience, 62 graduate students from the Educational Technology College of Central China Normal University explore ways of learning, teaching interaction, classroom participation and teachers' roles under ubiquitous technology environment built with the wireless network and laptop computer terminals. This study shows that learners focused on problems, adopted mainly the method of self-inquiry and learning community collaboration, and carried out people-oriented multidimensional interaction in the ubiquitous technology environment. The wave of overall participation rate shows multiple crests;individuals are dominant in participation, and the number of terminals involved in the participation have greater impact on students' deep involvement. Meanwhile, the ubiquitous technology puts forward higher requirements to the technical ability of teachers--the role of teachers is strengthened and diversified into the organizer, the guide, the helper, and the evaluator of instruction. However, in order to form an equal, interdependent and communicative learning environment, teachers need to participate moderately in learners' interaction.
