网络学习者信息加工学习行为的分析及研究
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摘要
网络技术的发展以及远程教育的广泛应用,使人们对网络学习的关注不断加强。社会信息化进程的不断加快,数字化、网络化、智能化的信息环境的加速形成,对信息的产生、加工、传播、利用等产生深刻的影响,学习方式也发生了巨大的变革。网络学习方式明显不同于传统的学习方式,网络学习所具有的传统学习不可比拟的灵活性、交互性,较高的参与性,任何学习者都有平等的机会接受资源以及发表、讨论自己的观点,本文认为利用网络学习能更好地提高学习者高级认知能力,促进学习者深入的思考,促进对信息的高级加工。
那么,网络学习中学习者能否进行深度学习,充分运用网络学习环境优势,不断进行高级信息加工?如何建构网络学习环境促进学习者的信息加工?本文对网络学习中学习者的信息加工特征进行研究,并对学习者的学习行为进行调查,分析学习者在网络学习中的信息加工特点,探索如何更好地建构网上学习环境来促进学习者的高级信息加工。
论文首先对网络学习的信息加工模型进行分析和改进,提出了一个网络信息加工的模型,并对网络学习中的信息加工模式和工具进行总结,同时根据该模式对一些典型的网络学习行为进行分析,探讨这些学习行为相对应的加工模式。
其次,对网络学习行为进行问卷调查,通过问卷调查了解现有的网络学习中学习者信息加工的特点。
最后,根据以上研究成果,思索在远程网络学习中如何提高学生的高级认知能力,建构完善的网络学习环境,提供良好的网络学习支持服务来促进学习者的信息加工。
With the development of computer network technology and widely used of distance education, focusing on research on e-learning has increased. Information process has speeded up continuously, a digitized、networking and intelligentzed information environment has been formed, it cause learning pattern has changed already. The pattern of e-learning is decided difference between the pattern of traditional learning. e-learning has characteristics of flexibility、interactive and highly participative, which is inimitable than traditional learning. In e-learning, learners have freely opportunity to search information and to publish and discuss their's objects, so author think that e-learning can improve highly ability of cognizance better, and can advance learner's deeply thinking, and can promote high-level information processing.
Can learner of e-learning take full advantage of network academic environment and learn deeply, can learner bring up high-level information processing and build critical and creative thinking in process of e-learning? therefore the thesis mainly research learner's characteristics of information processing, and investigate learners' learning behavior, and analyze learner's information processing level and degree, and it discuss how to construct a perfect e-learning academic environment in which can promote learner's high-level thinking.
At first, the thesis analyze and improve model of information processing in e-learning, it summarize information processing tool used in e-learning and propose a classification pattern of network information processing. According to this model, it analyzes some typically learning behavior and discuss information pattern corresponding these learning behavior.
Secondly, this paper gains learning behavior through a questionnaire survey to analyze feature of learner's information processing in e-learning.
At last, according to the above research, this thesis probes how to improve learner's high-level cognition, how to construct a perfect e-learning environment and how to provide good service in e-learning to promote learner's information processing.
那么,网络学习中学习者能否进行深度学习,充分运用网络学习环境优势,不断进行高级信息加工?如何建构网络学习环境促进学习者的信息加工?本文对网络学习中学习者的信息加工特征进行研究,并对学习者的学习行为进行调查,分析学习者在网络学习中的信息加工特点,探索如何更好地建构网上学习环境来促进学习者的高级信息加工。
论文首先对网络学习的信息加工模型进行分析和改进,提出了一个网络信息加工的模型,并对网络学习中的信息加工模式和工具进行总结,同时根据该模式对一些典型的网络学习行为进行分析,探讨这些学习行为相对应的加工模式。
其次,对网络学习行为进行问卷调查,通过问卷调查了解现有的网络学习中学习者信息加工的特点。
最后,根据以上研究成果,思索在远程网络学习中如何提高学生的高级认知能力,建构完善的网络学习环境,提供良好的网络学习支持服务来促进学习者的信息加工。
With the development of computer network technology and widely used of distance education, focusing on research on e-learning has increased. Information process has speeded up continuously, a digitized、networking and intelligentzed information environment has been formed, it cause learning pattern has changed already. The pattern of e-learning is decided difference between the pattern of traditional learning. e-learning has characteristics of flexibility、interactive and highly participative, which is inimitable than traditional learning. In e-learning, learners have freely opportunity to search information and to publish and discuss their's objects, so author think that e-learning can improve highly ability of cognizance better, and can advance learner's deeply thinking, and can promote high-level information processing.
Can learner of e-learning take full advantage of network academic environment and learn deeply, can learner bring up high-level information processing and build critical and creative thinking in process of e-learning? therefore the thesis mainly research learner's characteristics of information processing, and investigate learners' learning behavior, and analyze learner's information processing level and degree, and it discuss how to construct a perfect e-learning academic environment in which can promote learner's high-level thinking.
At first, the thesis analyze and improve model of information processing in e-learning, it summarize information processing tool used in e-learning and propose a classification pattern of network information processing. According to this model, it analyzes some typically learning behavior and discuss information pattern corresponding these learning behavior.
Secondly, this paper gains learning behavior through a questionnaire survey to analyze feature of learner's information processing in e-learning.
At last, according to the above research, this thesis probes how to improve learner's high-level cognition, how to construct a perfect e-learning environment and how to provide good service in e-learning to promote learner's information processing.
引文
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[2]魏宁.超越肤浅的信息素养培养—重塑信息技术课程的核心价值[J].中小学信息技术教育,2007(4)
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[4]张新贤.大学生网络学习行为研究[J].考试周刊,2007(31)
[5]黄萍.高校学生网络自主学习行为的调查研究[J].开放教育研究,2004(6)
[6]彭文辉,李恋.网络学习者的学习行为调查及分析[J].中国电化教育,2007(12)
[7]袁明,陈伟杰.网络教育学习者在线学习行为分析研究[J].浙江现代教育技术,2006(4)
[8]魏德生,杨雪.网络学习行为自动监控系统的设计与实现[J].教育信息化,2006(1)
[9]胡运安,吕智慧,吴杰,钟亦平等.基于SCORM的学习者学习行为采集模型的实现[J].计算机工程与应用,2004(33)
[10]王静.个性化服务在远程学习中的研究与应用[D].西安:西安电子科技大学,2005
[11]Sung Ho Ha,Sung Min Bae,Sang Chan Park.Web Mining for Distance Education[J].IEEE,2002(2)
[12]Karin Anna Hummel,Helmut Hlavacs Anytime.Anywhere Learning Behavior Using a Web-Based Platform for a University Lecture.[EB/OL].www.ani.univie.ac.at/～hlavacs/publications/ssgrr_winter03.pdf,2006-3-1
[13]彭文辉,杨宗凯,黄克斌.网络学习行为分析及其模型研究[J].中国电化教育,2006(10)
[14]陈丽.远程学习的教学交互模型和教学交互层次塔[J].中国远程教育,2004(5)
[15]陈丽,仝艳蕊.远程学习中社会性交互策略和方法[J].中国远程教育,2006(8)
[16]刘世清.网络时代人类获取和加工信息的新模型——二级三循环加工方式[J].中国电化教育,2000(4)
[17]徐晓东.人类信息加工特征作为信息技术教育内容的提案[J].中国电化教育,2003(1-2)
[18]GAIL A.CAISSY.Developing Information-Processing Skills in the Middle School[J],The Clearing House,Jan 1992,65,3,149
[19]Frans Rontetap,Anneke Eurelings.Activity and interaction of students in an electronic learning evvironment for problem-based learning[J].Distance Education,2002(1)
[20]Bernice Kotey.Performance of distance learning students in a small business management course[EB/OL].www.emeraldinsight.com/0040-0912.htm
[21]Joerg Zumbach.Cognitive verhead in hypertext learning reexamined:overcoming the myths[J].JI.of Educational Multimedia and Hypermedia,2006(4),411-432
[22]RuthAnne Kuiper.Enhancing Metacognition Through the Reflective Use of Self-Regulation Learning Strategies[J].The Journal of Continuing Education in Nursing,Mar/Apr 2002
[23]Lynn M.Smith.Best Practices in Distance Education[J].Distance Learning,2006(3)
[24]Mary M.Christoper,Julie A.Thomas,Mary K.Tallent-Runnels.raising the bar encouraging high level thinking in online discussion forums[J].Roeper Review,2004(3)
[25]John B.Best.认知心理学[M].北京:中国轻工业出版社,2000
[26]王苏、汪安圣.认知心理学[M].北京:北京大学出版社,1992(2)
[27]刘继云,孙绍荣.行为科学理论研究综述[J].金融教学与研究,2005
[28]行为科学[EB/OL].http://baike.baidu.com/view/57757.html
[29]田朝晖.行为学、行为科学与行为主义辨析[J],湖南大学学报(社会科学版),1999(4)
[30]建构主义学习理论[EB/OL].http://www.jswl.cn/course/kczh/IT/IIS/11xx/theory/zt1/zt1_2.htm
[31]廖昌荫.在介绍关于记忆的信息加工观点时应该明确的几个问题[J].广西师范大学学报(哲学社会科学版),1995(S1)
[32]林崇德,杨治良,黄希庭.心理学大辞典[M].上海教育出版社,2003,152
[33]车文博主编.心理咨询大百科全书[M].杭州:浙江科学技术出版社,2001
[34]Allan Paivio.Mental Representations:A Dual Coding Approach[M].Oxford University Press:New York,1986
[35]黄如花.网络信息的检索与利用[M].武汉:武汉大学出版社,2002
[36]吴郑红,吴彦文,李金玲.ITS中可视化知识点结构网络的设计与实现[J]..中国远程教育,2005(10)
[37]李晓,冉敏.知识点网络的可视化表示[J].中国远程教育,2005(10)
[38]张惠丽.基于知识转化的网络学习过程设计[J].现代远程教育研究,2007(4)
[39]况姗芸.课程论坛中的学习行为与学习者特征关系研究[J].电化教育研究,2006(8)
[40]Gunawardena,C.,C.Lowe,and T.Anderson.Analysis of a global online debate and the development of an interaction analysis model for examining the social construction of knowledge in computer conferencing.Journal of Educational Computing Research,1997(4),397-431
[41]曹良亮,陈丽.异步交互中远程学习者教学交互水平的研究中国远程教育[J].2006(4)
[42]Saarni C.The development of emotional competence.New York:Guilford,1999
[43]R.赖丁,S.雷纳,庞维国译.认知风格与学习策略[M].上海:华东师范大学出版社,2003(15)
[44]任为民.电大网络学习环境的建设[J].现代远程教育研究,2002(3)
[45]焦名海.超越:从辅助教学到网络化学习环境的构筑[J].中学语文教学,2002(10)
[46]高坚栋,张际平.信息技术教育,2004(3)
[47]朱京曦.学生主体活动:课程学习资源的价值所在[J].教育研究与实验,2005(2)
[48]王磊,李艺.网络教学中的交互[Z].中国电化教育,2001(1)
[49]李兴保,刘敏.虚拟社区中学生高级思维能力的培养[J].电化教育研究,2006(12)
[50]J.莱夫,E.温格,王文静译.情景学习——合法的边缘性参与[M].上海:华东师范大学出版社,2004
[51]邱晓辉.在在线论坛中培养学生的高级思维[J].中小学电教,2008(2)
[52]肖俊洪.网络学习环境下师生交互活动研究——教师角色多重性对学习的积极影响[J].中国远程教育,2006(3)
[53]余胜泉,杨小娟,何克抗.基于建构主义的教学设计模式[J].电化教育研究,2000(12)
[54]M.希尔伯曼著(陆怡如译).积极学习[M].上海:华东师范大学出版社,2005
[55]Chan T.W.,Hue C.W.,Chou C.Y.,et al.Four Space of Network Learning Models[J].Computers & Education,2000,(37),141-161
[56]王永固,李克东.主题式网络协作学习模型及其案例研究[J].中国电化教育,2008(2)
[2]魏宁.超越肤浅的信息素养培养—重塑信息技术课程的核心价值[J].中小学信息技术教育,2007(4)
[3]信息加工能力概念[EB/OL].http://zsedu.net/news/2002/9/26/023951pml.html
[4]张新贤.大学生网络学习行为研究[J].考试周刊,2007(31)
[5]黄萍.高校学生网络自主学习行为的调查研究[J].开放教育研究,2004(6)
[6]彭文辉,李恋.网络学习者的学习行为调查及分析[J].中国电化教育,2007(12)
[7]袁明,陈伟杰.网络教育学习者在线学习行为分析研究[J].浙江现代教育技术,2006(4)
[8]魏德生,杨雪.网络学习行为自动监控系统的设计与实现[J].教育信息化,2006(1)
[9]胡运安,吕智慧,吴杰,钟亦平等.基于SCORM的学习者学习行为采集模型的实现[J].计算机工程与应用,2004(33)
[10]王静.个性化服务在远程学习中的研究与应用[D].西安:西安电子科技大学,2005
[11]Sung Ho Ha,Sung Min Bae,Sang Chan Park.Web Mining for Distance Education[J].IEEE,2002(2)
[12]Karin Anna Hummel,Helmut Hlavacs Anytime.Anywhere Learning Behavior Using a Web-Based Platform for a University Lecture.[EB/OL].www.ani.univie.ac.at/～hlavacs/publications/ssgrr_winter03.pdf,2006-3-1
[13]彭文辉,杨宗凯,黄克斌.网络学习行为分析及其模型研究[J].中国电化教育,2006(10)
[14]陈丽.远程学习的教学交互模型和教学交互层次塔[J].中国远程教育,2004(5)
[15]陈丽,仝艳蕊.远程学习中社会性交互策略和方法[J].中国远程教育,2006(8)
[16]刘世清.网络时代人类获取和加工信息的新模型——二级三循环加工方式[J].中国电化教育,2000(4)
[17]徐晓东.人类信息加工特征作为信息技术教育内容的提案[J].中国电化教育,2003(1-2)
[18]GAIL A.CAISSY.Developing Information-Processing Skills in the Middle School[J],The Clearing House,Jan 1992,65,3,149
[19]Frans Rontetap,Anneke Eurelings.Activity and interaction of students in an electronic learning evvironment for problem-based learning[J].Distance Education,2002(1)
[20]Bernice Kotey.Performance of distance learning students in a small business management course[EB/OL].www.emeraldinsight.com/0040-0912.htm
[21]Joerg Zumbach.Cognitive verhead in hypertext learning reexamined:overcoming the myths[J].JI.of Educational Multimedia and Hypermedia,2006(4),411-432
[22]RuthAnne Kuiper.Enhancing Metacognition Through the Reflective Use of Self-Regulation Learning Strategies[J].The Journal of Continuing Education in Nursing,Mar/Apr 2002
[23]Lynn M.Smith.Best Practices in Distance Education[J].Distance Learning,2006(3)
[24]Mary M.Christoper,Julie A.Thomas,Mary K.Tallent-Runnels.raising the bar encouraging high level thinking in online discussion forums[J].Roeper Review,2004(3)
[25]John B.Best.认知心理学[M].北京:中国轻工业出版社,2000
[26]王苏、汪安圣.认知心理学[M].北京:北京大学出版社,1992(2)
[27]刘继云,孙绍荣.行为科学理论研究综述[J].金融教学与研究,2005
[28]行为科学[EB/OL].http://baike.baidu.com/view/57757.html
[29]田朝晖.行为学、行为科学与行为主义辨析[J],湖南大学学报(社会科学版),1999(4)
[30]建构主义学习理论[EB/OL].http://www.jswl.cn/course/kczh/IT/IIS/11xx/theory/zt1/zt1_2.htm
[31]廖昌荫.在介绍关于记忆的信息加工观点时应该明确的几个问题[J].广西师范大学学报(哲学社会科学版),1995(S1)
[32]林崇德,杨治良,黄希庭.心理学大辞典[M].上海教育出版社,2003,152
[33]车文博主编.心理咨询大百科全书[M].杭州:浙江科学技术出版社,2001
[34]Allan Paivio.Mental Representations:A Dual Coding Approach[M].Oxford University Press:New York,1986
[35]黄如花.网络信息的检索与利用[M].武汉:武汉大学出版社,2002
[36]吴郑红,吴彦文,李金玲.ITS中可视化知识点结构网络的设计与实现[J]..中国远程教育,2005(10)
[37]李晓,冉敏.知识点网络的可视化表示[J].中国远程教育,2005(10)
[38]张惠丽.基于知识转化的网络学习过程设计[J].现代远程教育研究,2007(4)
[39]况姗芸.课程论坛中的学习行为与学习者特征关系研究[J].电化教育研究,2006(8)
[40]Gunawardena,C.,C.Lowe,and T.Anderson.Analysis of a global online debate and the development of an interaction analysis model for examining the social construction of knowledge in computer conferencing.Journal of Educational Computing Research,1997(4),397-431
[41]曹良亮,陈丽.异步交互中远程学习者教学交互水平的研究中国远程教育[J].2006(4)
[42]Saarni C.The development of emotional competence.New York:Guilford,1999
[43]R.赖丁,S.雷纳,庞维国译.认知风格与学习策略[M].上海:华东师范大学出版社,2003(15)
[44]任为民.电大网络学习环境的建设[J].现代远程教育研究,2002(3)
[45]焦名海.超越:从辅助教学到网络化学习环境的构筑[J].中学语文教学,2002(10)
[46]高坚栋,张际平.信息技术教育,2004(3)
[47]朱京曦.学生主体活动:课程学习资源的价值所在[J].教育研究与实验,2005(2)
[48]王磊,李艺.网络教学中的交互[Z].中国电化教育,2001(1)
[49]李兴保,刘敏.虚拟社区中学生高级思维能力的培养[J].电化教育研究,2006(12)
[50]J.莱夫,E.温格,王文静译.情景学习——合法的边缘性参与[M].上海:华东师范大学出版社,2004
[51]邱晓辉.在在线论坛中培养学生的高级思维[J].中小学电教,2008(2)
[52]肖俊洪.网络学习环境下师生交互活动研究——教师角色多重性对学习的积极影响[J].中国远程教育,2006(3)
[53]余胜泉,杨小娟,何克抗.基于建构主义的教学设计模式[J].电化教育研究,2000(12)
[54]M.希尔伯曼著(陆怡如译).积极学习[M].上海:华东师范大学出版社,2005
[55]Chan T.W.,Hue C.W.,Chou C.Y.,et al.Four Space of Network Learning Models[J].Computers & Education,2000,(37),141-161
[56]王永固,李克东.主题式网络协作学习模型及其案例研究[J].中国电化教育,2008(2)