信息技术作为认知工具的教学设计研究
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摘要
21世纪，人类社会正面临着一场深刻的变革，支持这场变革的核心技术是现代信息技术。现代信息技术的广泛应用，对人类社会生活的许多方面产生了深刻的影响，教育也不例外。目前，国内外教育教学改革的一个共同趋势就是充分发挥现代信息技术的优势，实现教育的信息化，最终达到教育现代化的目的。但我们必须清醒地认识到，信息技术的应用不会自然而然地创造教育奇迹，任何技术的社会作用都取决于它的使用者。对于我国广大教师来说，面对正在来临的教育信息化浪潮，认清教育改革的大方向，懂得如何利用信息技术来支持教育改革和促进教育发展，是十分必要的。本文作者在阐述了信息技术作为认知工具的理论基础和认知工具的概念内涵后，分析了信息技术作为“认知工具”的应用(操作)特点，从信息技术应用角度说明了培养学生认知能力、批判性思维和问题解决能力的教学设计方法。并提出了一个围绕评价体系的包括学习基础、学习内容、工具和活动在内的教学过程设计框架，以及相应的国外优秀教学案例，为工作在一线的教师和即将成为教师的师范院校学生提供了一些作者在教学实践中的经验和建议。
In the 21st century, human society is facing a profound transform. The c ore technology which supports this transform is the information technology. The wide application of modem information technology has affected on hu man life in many fields, so that on education. At the present time, a trend fo r education transform both inside and outside China is to exert the advanta ge of modern information technology to achieve the utilization of informati on technology in education, and finally, to realize the modernization of edu cation. However, we must be aware that the utilization of information tech nology won't make any miracle on education spontaneously, the social effe ct of any technology lies on the user. For our Chinese teachers, it is very im portant for them to recognize the direction of the education transform, mak e the information technology clear to support and promote the education tr ansform during the coming tide. After setting forth the concept of cognitive tools, the author bring forward that the information technology is the theor y basis of cognitive tools, analyze the application (operation) characteristic s of information technology as a cognitive tool, explain the teaching design technique from the application of information technology on many aspect such as training the cognitive ability, bringing up the animadversion though t and problem solving ability. The author also gives a teaching process desi gn frame encircling evaluating system as well as the relevant excellent ove rseas teaching cases, which include learning basis, learning contents, leami ng tools and learning activities. This would provide some experience and a dvice for the teachers on the front line and the candidates in pedagogic, coll ege from the author.
In the 21st century, human society is facing a profound transform. The c ore technology which supports this transform is the information technology. The wide application of modem information technology has affected on hu man life in many fields, so that on education. At the present time, a trend fo r education transform both inside and outside China is to exert the advanta ge of modern information technology to achieve the utilization of informati on technology in education, and finally, to realize the modernization of edu cation. However, we must be aware that the utilization of information tech nology won't make any miracle on education spontaneously, the social effe ct of any technology lies on the user. For our Chinese teachers, it is very im portant for them to recognize the direction of the education transform, mak e the information technology clear to support and promote the education tr ansform during the coming tide. After setting forth the concept of cognitive tools, the author bring forward that the information technology is the theor y basis of cognitive tools, analyze the application (operation) characteristic s of information technology as a cognitive tool, explain the teaching design technique from the application of information technology on many aspect such as training the cognitive ability, bringing up the animadversion though t and problem solving ability. The author also gives a teaching process desi gn frame encircling evaluating system as well as the relevant excellent ove rseas teaching cases, which include learning basis, learning contents, leami ng tools and learning activities. This would provide some experience and a dvice for the teachers on the front line and the candidates in pedagogic, coll ege from the author.
引文
1. David H.Jonassen Thomas C.Reeves, Learning With Technology: Using Computers as Cognitive Tools, http://www.aect.org.
2. Brown, A.L. and Campione, J.C., Psychological theory and the study of learning disabilities, American Psychologist, 1986。
3. Chan, C., Burtis, J. et Bereiter, C., Knowledge building as mediator of conflict in conceptual change, Cognition and Instruction, 1997。
4. Hafner, R.et Steward, J., Revising explanatory models to accommodate anomalous genetic phenomena: problem solving in the context of discovery, Science Education, 1995。
5. Jonassen, D. and Tessmer, M, An outcomes-based taxonomy for instructional systems design, evaluation and research, Training Research Journal, 1997。
6. Linn, M.C, Bell, P and His, S., Using the Internet to Enhance Student Under Standing of Science: The knowledge Integration Enviroment, Interactive Learning Enviroment, 1998。
7. Morrison, D. and Collins, A, Epistemic fluency and constructivist learning enviroments, Educational Technology, 1995。
8. Salomon, G., Perkins, D.N. et Globerson, T, Partners in cognition: extending human intelligence with intelligent technologies, Educational Researcher, 1991。
9. Scardamalia, M. and Bereiter, C, Computer support for knowledge-building communities, Journal of The Learning Sciences, 1991。
10. Spiro, R.J. Feltovich, P.L.Jacobson, M.J. and Coulson, R.L., Cognitive flexibility, constructivism, and hypertext: random access instruction for advanced knowledge acquisition in ill-structured domains, Educational Technology, 1991。
11. Vygotsky, I.S, Mind in society, MA: Harvard University Press, 1978。
12. Bransford, J.D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C.K. & Williams, S. M., Anchored Instruction: Why we need it and how technology can help, Cognition, education, and multimedia: Exploring ideas in high technology, 1990。
13. Jonassen, D. H., Hypertext as instructional design, Educational Technology Research and Development, 1991。
14. Merrill, M.D., Constructivism and instructional design, Educational Technology, 1991。
15. Stephens, L.C., The design, development, and evaluation of literacy education: Application and practice, an interactive hypermedia program for English/Language arts teacher education, 1995。
16. Stephanie R. Boger-Mehall, Cognitive Flexibility Theory: Implications for Teaching and Teacher Education, http://www.aect.org.
17．皮连生，学与教的心理学，华东师范大学出版社，1997年5月第2版。
18．皮连生，教学设计——心理学的理论与技术，高等教育出版社，2000年6月。
19．高文，教学模式论，上海教育出版社，1998年。
20．新课程实施过程中培训问题研究课题组 编写，教育部基础教育课程教材发展中心 组织，新课程的理念与创新，北京师范大学出版社，2002年。
21．新课程实施过程中培训问题研究课题组 编写，教育部基础教育课程教材发展中心 组织，新课程与学习方式的变革，北京师范大学出版社，2002年。
22．新课程实施过程中培训问题研究课题组 编写，教育部基础教育课程教材发展中心 组织，新课程与学生发展，北京师范大学出版社，2002年。
23．[美]Priscilla Norton & Karin M．Wiburg著，吴洪健 倪男奇 译，信息技术与教学创新 Teaching with Technology，中国轻工业出版社，2002年7月。
24．[美]Scott G．Paris & Linda R．Ayres著，袁坤 译，培养反思力——通过学习档案和真实性评估学会反思 Becoming Reflective Students and Teachers With Portfolios and Authentic Assessment，中国轻工业出版社，2002年7月。
25．[美]Robert J．Sternberg & Louise Spear-Swerling 著，赵海燕译，思维教学 Teching for Thinking，中国轻工业出版社，2002年7月。
26．刘萍，新媒体与创新，电化教育研究，2001年第6期。
27．李克东，数字化学习(上)—信息技术与课程整合的核心，电化教育研究，2001年第8期。
28．李克东，数字化学习(下)—信息技术与课程整合的核心，电化教育研究，2001年第9期。
29．张兴，信息技术与高等教育，电化教育研究，2001年第6期。
30．张屹，祝智庭，建构主义理论指导下的信息化教育，电化教育研究，2002年第1期。
31．钟志贤，新型教学模式新在何处(上)，电化教育研究，2001年第3期。
32．钟志贤，新型教学模式新在何处(下)，电化教育研究，2001年第4期。
33．杨成，邵敏，信息技术环境下培养学生创新能力的研究，电化教育研究，2001年第10期。
2. Brown, A.L. and Campione, J.C., Psychological theory and the study of learning disabilities, American Psychologist, 1986。
3. Chan, C., Burtis, J. et Bereiter, C., Knowledge building as mediator of conflict in conceptual change, Cognition and Instruction, 1997。
4. Hafner, R.et Steward, J., Revising explanatory models to accommodate anomalous genetic phenomena: problem solving in the context of discovery, Science Education, 1995。
5. Jonassen, D. and Tessmer, M, An outcomes-based taxonomy for instructional systems design, evaluation and research, Training Research Journal, 1997。
6. Linn, M.C, Bell, P and His, S., Using the Internet to Enhance Student Under Standing of Science: The knowledge Integration Enviroment, Interactive Learning Enviroment, 1998。
7. Morrison, D. and Collins, A, Epistemic fluency and constructivist learning enviroments, Educational Technology, 1995。
8. Salomon, G., Perkins, D.N. et Globerson, T, Partners in cognition: extending human intelligence with intelligent technologies, Educational Researcher, 1991。
9. Scardamalia, M. and Bereiter, C, Computer support for knowledge-building communities, Journal of The Learning Sciences, 1991。
10. Spiro, R.J. Feltovich, P.L.Jacobson, M.J. and Coulson, R.L., Cognitive flexibility, constructivism, and hypertext: random access instruction for advanced knowledge acquisition in ill-structured domains, Educational Technology, 1991。
11. Vygotsky, I.S, Mind in society, MA: Harvard University Press, 1978。
12. Bransford, J.D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C.K. & Williams, S. M., Anchored Instruction: Why we need it and how technology can help, Cognition, education, and multimedia: Exploring ideas in high technology, 1990。
13. Jonassen, D. H., Hypertext as instructional design, Educational Technology Research and Development, 1991。
14. Merrill, M.D., Constructivism and instructional design, Educational Technology, 1991。
15. Stephens, L.C., The design, development, and evaluation of literacy education: Application and practice, an interactive hypermedia program for English/Language arts teacher education, 1995。
16. Stephanie R. Boger-Mehall, Cognitive Flexibility Theory: Implications for Teaching and Teacher Education, http://www.aect.org.
17．皮连生，学与教的心理学，华东师范大学出版社，1997年5月第2版。
18．皮连生，教学设计——心理学的理论与技术，高等教育出版社，2000年6月。
19．高文，教学模式论，上海教育出版社，1998年。
20．新课程实施过程中培训问题研究课题组 编写，教育部基础教育课程教材发展中心 组织，新课程的理念与创新，北京师范大学出版社，2002年。
21．新课程实施过程中培训问题研究课题组 编写，教育部基础教育课程教材发展中心 组织，新课程与学习方式的变革，北京师范大学出版社，2002年。
22．新课程实施过程中培训问题研究课题组 编写，教育部基础教育课程教材发展中心 组织，新课程与学生发展，北京师范大学出版社，2002年。
23．[美]Priscilla Norton & Karin M．Wiburg著，吴洪健 倪男奇 译，信息技术与教学创新 Teaching with Technology，中国轻工业出版社，2002年7月。
24．[美]Scott G．Paris & Linda R．Ayres著，袁坤 译，培养反思力——通过学习档案和真实性评估学会反思 Becoming Reflective Students and Teachers With Portfolios and Authentic Assessment，中国轻工业出版社，2002年7月。
25．[美]Robert J．Sternberg & Louise Spear-Swerling 著，赵海燕译，思维教学 Teching for Thinking，中国轻工业出版社，2002年7月。
26．刘萍，新媒体与创新，电化教育研究，2001年第6期。
27．李克东，数字化学习(上)—信息技术与课程整合的核心，电化教育研究，2001年第8期。
28．李克东，数字化学习(下)—信息技术与课程整合的核心，电化教育研究，2001年第9期。
29．张兴，信息技术与高等教育，电化教育研究，2001年第6期。
30．张屹，祝智庭，建构主义理论指导下的信息化教育，电化教育研究，2002年第1期。
31．钟志贤，新型教学模式新在何处(上)，电化教育研究，2001年第3期。
32．钟志贤，新型教学模式新在何处(下)，电化教育研究，2001年第4期。
33．杨成，邵敏，信息技术环境下培养学生创新能力的研究，电化教育研究，2001年第10期。