基于虚拟现实技术的深度学习场域模型构建研究
|
摘要
虚拟现实技术以独特的全沉浸式和交互性特点,为创建教学情境提供了有力的支持,极大地改变了学生学习方式。目前虚拟现实技术日渐成熟,虚拟现实技术的教育应用研究成为教育工作者关注的热点。文章通过分析虚拟现实技术支持的学习特征,认为虚拟现实技术在深度学习场域构建上的优势主要体现在情境构造、体验设计、行为引导、学习迁移等方面。文章采用设计与开发研究方法,构建了一个基于虚拟现实技术的深度学习场域模型,该模型是由一个基石(以情境、交互、体验、反思为核心的学习空间塔)、一个内核(学生投入)、三个支持点(教师、技术人员、需求转化工具)组成的开放场,模型内各组成要素之间协调互助,实现深度学习。文章基于此模型,以"人体骨骼"虚拟现实学习系统为例展开研究,提出了深度学习场域模型的构建方法与策略,以期对虚拟现实的教育应用研究者有一定的借鉴意义。
Virtual reality technology, with its unique characteristics of full immersion and interaction,provides powerful support for the creation of teaching situations and greatly changes the way students learn.Nowadays, the technology of virtual reality is becoming more and more mature, and the application of virtual reality in education has become a hot topic for educators. By analyzing the learning characteristics supported by virtual reality technology, this paper holds that the advantages of virtual reality technology in the construction of deep learning field are mainly embodied in situation construction, experience design, behavior guidance,learning transfer and so on. This paper constructs an in-depth learning field model based on virtual reality technology by using design and development research methods. The model is an open field composed of a cornerstone(learning Space Tower with context, interaction, experience and reflection as the core), a kernel(student engagement), and three support points(teachers, technicians, demand transformation tools). All the components in the model coordinate and help each other to achieve in-depth learning. Based on this model, this paper takes the "human skeleton" virtual reality learning system as an example, and puts forward the method and strategy of constructing the field model of in-depth learning, in order to provide some reference for researchers of educational application of virtual reality.
Virtual reality technology, with its unique characteristics of full immersion and interaction,provides powerful support for the creation of teaching situations and greatly changes the way students learn.Nowadays, the technology of virtual reality is becoming more and more mature, and the application of virtual reality in education has become a hot topic for educators. By analyzing the learning characteristics supported by virtual reality technology, this paper holds that the advantages of virtual reality technology in the construction of deep learning field are mainly embodied in situation construction, experience design, behavior guidance,learning transfer and so on. This paper constructs an in-depth learning field model based on virtual reality technology by using design and development research methods. The model is an open field composed of a cornerstone(learning Space Tower with context, interaction, experience and reflection as the core), a kernel(student engagement), and three support points(teachers, technicians, demand transformation tools). All the components in the model coordinate and help each other to achieve in-depth learning. Based on this model, this paper takes the "human skeleton" virtual reality learning system as an example, and puts forward the method and strategy of constructing the field model of in-depth learning, in order to provide some reference for researchers of educational application of virtual reality.
引文
[1]王运武,朱明月.学习方式何以变革:标准与路径[J].现代远程教育研究,2015(3):27-35.
[2]李本友,李红恩,余宏亮.学生学习方式转变的影响因素、途径与发展趋势[J].教育研究,2012(2):122-128.
[3]张倩苇,黄曼琳,葛会芳,杨永忠.基础教育信息化教学现状与推进策略:以贵州省为例[J].教育研究与实验,2016(1):49-53.
[4]杜娟,李兆君,郭丽文.促进深度学习的信息化教学设计的策略研究[J].电化教育研究,2013(10):14-20.
[5]娜仁高娃,柳海民.基础教育“学习场域”的构建设想与反思[J].东北师大学报(哲学社会科学版),2010(3):136-140.
[6]美国新媒体联盟,北京师范大学智慧学习研究院. 2017新媒体联盟中国基础教育技术展望:地平线项目区域报告[R].北京:北京师范大学,2017.
[7]杨雪萍.基于unity3D的虚拟现实技术在中学物理教学中的应用研究[D].上海:上海师范大学,2015.
[8]冀巧玲.基于VR-Platform的中学物理虚拟实验的设计与开发[D].济南:山东师范大学,2011.
[9]刘松梅.基于虚拟现实平台的中学信息技术课程设计与应用[D].成都:四川师范大学,2012.
[10]克里斯迪德,余福海.深度学习中数字技术的角色[J].数字教育,2016,2(4):87-92.
[11] KAMARAINEN A M,METCALF S,DEDE C,et al. Student gains in science inquiry skills following participation in curriculum that combined EcoMUVE(Ecosystems Multi-user Virtual Environment)and field experiences[C]//Texas:96th ESA Annual Meeting,Austin,August 7-12,2011.
[12]阎乃胜.深度学习视野下的课堂情境[J].教育发展研究,2013,4(12):76-79.
[13]陶侃.虚拟环境中基于问题情境的认知活动与学习交互[J].开放教育研究,2012,18(4):36-43.
[14]吴秀娟,张浩.基于反思的深度学习试验研究[J].远程教育杂志,2015(4):67-74.
[15]吴南中,李健苹.虚实融合的学习场域:特征与塑造[J].中国远程教育,2016(1):5-11,79.
[16] KOLB D A. Experiential learning:Experience as the source of learning and development[M]. New Jersey:Prentice-Hall,1984.
[17]曾明星,李桂平,周清平,等. MOOC与翻转课堂融合的深度学习场域建构[J].现代远程教育研究,2016,26(1):41-49.
[18] FREDRICKS J A,BLUMENFELD P C,PARIS A H. School engagement:potential of the concept,state of the evidence[J]. Review of educational research,2004,74(1):59-109.
[19]郭继东.英语学习情感投入的构成及其对学习成绩的作用机制[J].现代外语,2018,41(1):55-65,146.
[20]周玉霞,李芳乐,谢永祥.教育游戏“农场狂想曲2”中的学习迁移[J].中国远程教育,2011(4):79-83,96.
[2]李本友,李红恩,余宏亮.学生学习方式转变的影响因素、途径与发展趋势[J].教育研究,2012(2):122-128.
[3]张倩苇,黄曼琳,葛会芳,杨永忠.基础教育信息化教学现状与推进策略:以贵州省为例[J].教育研究与实验,2016(1):49-53.
[4]杜娟,李兆君,郭丽文.促进深度学习的信息化教学设计的策略研究[J].电化教育研究,2013(10):14-20.
[5]娜仁高娃,柳海民.基础教育“学习场域”的构建设想与反思[J].东北师大学报(哲学社会科学版),2010(3):136-140.
[6]美国新媒体联盟,北京师范大学智慧学习研究院. 2017新媒体联盟中国基础教育技术展望:地平线项目区域报告[R].北京:北京师范大学,2017.
[7]杨雪萍.基于unity3D的虚拟现实技术在中学物理教学中的应用研究[D].上海:上海师范大学,2015.
[8]冀巧玲.基于VR-Platform的中学物理虚拟实验的设计与开发[D].济南:山东师范大学,2011.
[9]刘松梅.基于虚拟现实平台的中学信息技术课程设计与应用[D].成都:四川师范大学,2012.
[10]克里斯迪德,余福海.深度学习中数字技术的角色[J].数字教育,2016,2(4):87-92.
[11] KAMARAINEN A M,METCALF S,DEDE C,et al. Student gains in science inquiry skills following participation in curriculum that combined EcoMUVE(Ecosystems Multi-user Virtual Environment)and field experiences[C]//Texas:96th ESA Annual Meeting,Austin,August 7-12,2011.
[12]阎乃胜.深度学习视野下的课堂情境[J].教育发展研究,2013,4(12):76-79.
[13]陶侃.虚拟环境中基于问题情境的认知活动与学习交互[J].开放教育研究,2012,18(4):36-43.
[14]吴秀娟,张浩.基于反思的深度学习试验研究[J].远程教育杂志,2015(4):67-74.
[15]吴南中,李健苹.虚实融合的学习场域:特征与塑造[J].中国远程教育,2016(1):5-11,79.
[16] KOLB D A. Experiential learning:Experience as the source of learning and development[M]. New Jersey:Prentice-Hall,1984.
[17]曾明星,李桂平,周清平,等. MOOC与翻转课堂融合的深度学习场域建构[J].现代远程教育研究,2016,26(1):41-49.
[18] FREDRICKS J A,BLUMENFELD P C,PARIS A H. School engagement:potential of the concept,state of the evidence[J]. Review of educational research,2004,74(1):59-109.
[19]郭继东.英语学习情感投入的构成及其对学习成绩的作用机制[J].现代外语,2018,41(1):55-65,146.
[20]周玉霞,李芳乐,谢永祥.教育游戏“农场狂想曲2”中的学习迁移[J].中国远程教育,2011(4):79-83,96.