开放教育研究
開放教育研究
개방교육연구
OPEN EDUCATION RESEARCH
2015年
1期
34-43
,共10页
学习环境设计%知识创造%认识论%三元交互学习
學習環境設計%知識創造%認識論%三元交互學習
학습배경설계%지식창조%인식론%삼원교호학습
Learning Environment Design%knowledge creation%epistemological%trialogical learning
学习环境设计在科学认识论指导下强调知识共享和传递，逐步暴露出滞后于学习理论发展、群体协同缺失、知识创新不足等局限。因应新认识论的兴起和技术的进步，学习环境设计认识论基础正在由知识共享走向知识创造。这一嬗变为知识创造学习环境设计研究提供了际遇。来自欧洲的三元交互式学习环境设计研究项目有效地弥合了学习环境设计的不足，提出了以知识创造为核心的学习环境设计理论，并进行了系列实证研究，实现了学习环境设计基础的知识创造认识论转向。本研究通过文献分析法和逻辑演绎法，梳理了学习环境设计认识论基础的嬗变过程，分析了知识创造学习环境的典型案例，以多学科视角洞见学习环境设计认识论基础的变化表现及原理，并探究其原因，厘清了当前学习环境设计认识论基础的变化趋势，为我国知识创造学习环境的研究和开发提供了有力支撑。
學習環境設計在科學認識論指導下彊調知識共享和傳遞，逐步暴露齣滯後于學習理論髮展、群體協同缺失、知識創新不足等跼限。因應新認識論的興起和技術的進步，學習環境設計認識論基礎正在由知識共享走嚮知識創造。這一嬗變為知識創造學習環境設計研究提供瞭際遇。來自歐洲的三元交互式學習環境設計研究項目有效地瀰閤瞭學習環境設計的不足，提齣瞭以知識創造為覈心的學習環境設計理論，併進行瞭繫列實證研究，實現瞭學習環境設計基礎的知識創造認識論轉嚮。本研究通過文獻分析法和邏輯縯繹法，梳理瞭學習環境設計認識論基礎的嬗變過程，分析瞭知識創造學習環境的典型案例，以多學科視角洞見學習環境設計認識論基礎的變化錶現及原理，併探究其原因，釐清瞭噹前學習環境設計認識論基礎的變化趨勢，為我國知識創造學習環境的研究和開髮提供瞭有力支撐。
학습배경설계재과학인식론지도하강조지식공향화전체，축보폭로출체후우학습이론발전、군체협동결실、지식창신불족등국한。인응신인식론적흥기화기술적진보，학습배경설계인식론기출정재유지식공향주향지식창조。저일선변위지식창조학습배경설계연구제공료제우。래자구주적삼원교호식학습배경설계연구항목유효지미합료학습배경설계적불족，제출료이지식창조위핵심적학습배경설계이론，병진행료계렬실증연구，실현료학습배경설계기출적지식창조인식론전향。본연구통과문헌분석법화라집연역법，소리료학습배경설계인식론기출적선변과정，분석료지식창조학습배경적전형안례，이다학과시각동견학습배경설계인식론기출적변화표현급원리，병탐구기원인，전청료당전학습배경설계인식론기출적변화추세，위아국지식창조학습배경적연구화개발제공료유력지탱。
On the scientific epistemology, the learning environment design emphasizes sharing and transferring knowl-edge, which exposes many limitations:lagging behind learning theory, missing group synergy, lack of knowledge in-novation, etc. With the rise of the new epistemology and the progress of technology, the epistemological basis of the learning environment design is from knowledge sharing to knowledge creation, which provides the opportunity for the research on the learning environment design as the core of knowledge creation. The research project on the trialogical learning environment design, which is from Europe, effectively makes up for the learning environment design, puts for-ward the theory of learning environment design as the core of knowledge creation and carries out a series of empirical research, and realizes the shift of the learning environment design's epistemological basis from knowledge sharing to knowledge creation. Through the literature analysis and logical deduction, this study aims to comb the evolution process of the theory of learning environment design, analyze the typical cases of learning environment of knowledge creation, and determine the principle, performance and reason of the change to the epistemological basis on the learn-ing environment design with a multidisciplinary perspective. This proves that the epistemological basis on learning envi-ronment design is changing from knowledge sharing to knowledge creation. The change provides the theoretical and practical reference for the domestic research and development of the learning environment design theory as the core of knowledge creation.
