CAJ | 학술논문

为寻求教育学研究生课程自身形态上的突破，本着“以‘学习科学’之名，行‘学习科学’之实”的理念，研究者扎根于N大学教育研究院“学习科学导论”（双语）研究生课程的现实情境，试图以学习科学代表性方法论设计研究为指导，历经近三年的三轮迭代循环，应用已有研究成果形成参与式学习环境设计的理论基础和设计框架，逐步建构和完善参与式学习环境。参与式学习环境是一种促进学生通过参与真实实践活动而实现有效学习的支持性环境，学生作为“共同设计者”与教学团队协作设计和实施教学，从而使他们能够从参与式学习环境中获得更多机会以提升专业实践技能并发展其专业身份。为了探明参与式学习环境的有效性，研究者综合采用课堂观察、视/音频记录、问卷调查与访谈等多种方法对参与式学习环境设计的演变过程及学生在其中的表现与体验做出详细记录，并收集学生在参与式学习环境中所生产的各类产品（如反思周记、教学方案等）以了解学生在参与式学习环境中的发展。研究结果显示，全体学生表示出对参与的积极态度，认为这种参与在教育学研究生课程中是必要的体验；通过参与设计实践，学生更加深入地理解和掌握学习科学的相关知识，增强了专业实践技能，并且提升了对教育实践和研究的认识；由于学生的积极参与，参与式学习环境也获得了持续性改善，由此进一步提升学生的课程体验，形成更符合学习者需求的课程；学生参与受到时间与精力、学习观念、专业知识与技能以及团队协作状况等因素的影响，学习共同体内部的人际/组间互动与协作是保证和促进学生参与的重要机制。
위심구교육학연구생과정자신형태상적돌파，본착“이‘학습과학’지명，행‘학습과학’지실”적이념，연구자찰근우N대학교육연구원“학습과학도론”（쌍어）연구생과정적현실정경，시도이학습과학대표성방법론설계연구위지도，력경근삼년적삼륜질대순배，응용이유연구성과형성삼여식학습배경설계적이론기출화설계광가，축보건구화완선삼여식학습배경。삼여식학습배경시일충촉진학생통과삼여진실실천활동이실현유효학습적지지성배경，학생작위“공동설계자”여교학단대협작설계화실시교학，종이사타문능구종삼여식학습배경중획득경다궤회이제승전업실천기능병발전기전업신빈。위료탐명삼여식학습배경적유효성，연구자종합채용과당관찰、시/음빈기록、문권조사여방담등다충방법대삼여식학습배경설계적연변과정급학생재기중적표현여체험주출상세기록，병수집학생재삼여식학습배경중소생산적각류산품（여반사주기、교학방안등）이료해학생재삼여식학습배경중적발전。연구결과현시，전체학생표시출대삼여적적겁태도，인위저충삼여재교육학연구생과정중시필요적체험；통과삼여설계실천，학생경가심입지리해화장악학습과학적상관지식，증강료전업실천기능，병차제승료대교육실천화연구적인식；유우학생적적겁삼여，삼여식학습배경야획득료지속성개선，유차진일보제승학생적과정체험，형성경부합학습자수구적과정；학생삼여수도시간여정력、학습관념、전업지식여기능이급단대협작상황등인소적영향，학습공동체내부적인제/조간호동여협작시보증화촉진학생삼여적중요궤제。
Using design research methodology, through three iterations in nearly three years, the researchers applied established theories to form design foundations and framework of Participatory Learning Environment （ PLE） for a bi-lingual graduate course, Introduction to the Learning Sciences in Institute of Education, N University. Participatory leaning environment （ PLE） is a type of supportive learning environment which helps students effectively learn through involving in authentic practical activities. In this study, PLE is defined as the integration of a series of supportive con-ditions, where students can acquire knowledge, develop skills and build identity through participating in authentic practical activities, which are closed to their experience. In PLE, students participate in the course not only as learners but as designers, through close collaboration between teacher-students and student-student. Thus, graduate students in Education can get more opportunities to enhance their professional practical skills and develop their identities in their discipline. In order to explore the effectiveness of PLE, the researchers adopted various methods （such as classroom ob-servation, video analysis, questionnaire survey, and interview, etc. ） to record the design process and evolvement of PLE and the developmental trajectories of students in PLE, in order to test the effectiveness of the design of PLE and continually improve PLE based on insights from practice. The result showed that with the progressive improvement of PLE, students ’ participation level and enthusiasm were gradually increasing, except that participants in the first round of course did not fully exercise their rights of co-designers due to design flaws in activities. In the second and third round of the course, students showed strong participation intention and think participat-ing in design is a kind of necessary experience to graduate students in Education, though they also had worries and anxieties because of lack of pedagogy and content knowledge, skills and teaching experience. In addition to progress in content knowledge, practical skills and academic English, the students also reported positive outcomes on their con-cept of learning, collaboration competency, communication skills, reflection skills, and general academic skills, through learning in PLE. Results showed that time and energy, motivation, previous knowledge and experience, professional knowledge and skills, and group collaboration are important factors which influence students’ participation as co-designers in PLE. Interpersonal interaction and collective collaboration are important mechanism which can ensure and enhance students’ participation in PLE. Based on the process and results of this study, the researchers clrew the following con-clusions for reference：（1） PLE is an open system which is characterized by mutual construction between students and learning environment. Learners can develop themselves by using various mediated artifacts and push forward PLE’ s evolvement concurrently. （2） PLE creates conditions for attracting students to actively take part in the course. Along with increasing ownership and control of the course, learners’ participation level and satisfactory can be also promo-ted. Thus, course objectives can be achieved more successfully. （3） PLE provides opportunities for students’ profes-sional development. By participating in design practice, learners can build their understanding about subject content and internalize tacit knowledge of their discipline. （4） PLE sets up a platform for the formation of partnership between faculty and students. Mutual beneficial partnership between faculty and students can be formed by sharing understand-ing and responsibilities. （5） PLE provides a new way to promote changes in course and instruction. As co-designers who have great agency, students can strengthen their understanding about educational innovations by continually dis-cussing and negotiating with teacher/teaching team, and promote changes to get sustainable and scalable development in real educational settings.