从“建构性学习”到“学生有效参与”
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摘要
本课题肇始于笔者参加恩师何克抗教授国家重点课题“基础教育跨越式发展创新试验研究”项目。在实践中反思并提出问题,继而深入思考。研究关注的议题始终集中在“知识时代如何利用合适教育技术实现信息化成功课堂,落实杰出人才培养目标?”这一根本核心。出于对此问题的探究,又分化为三个子问题。研究目的在于探求课堂教育技术在构建信息时代“成功课堂”的实现机制,落实“杰出人才”培养目标过程中的使命、角色与职责,即“课堂教育技术之正业”。
课题研究采用的方法主要有:1)文献研究,贯穿于研究的全过程;2)比较研究,主要在后期美国留学期间;3)案例研究,主要在论文撰写阶段;4)行动研究,主要在前期参加跨越式课题阶段。研究主要分为三个阶段,第一阶段开展文献调研与研究设计。第二阶段又分为国内与国外两个阶段:国内阶段从事跨越式试验的行动研究。国外阶段关注中美比较,及前沿动态追踪。第三阶段是博士论文撰写修改阶段。
论文提出并论证了成功课堂的新界定及一个问题分析框架,即成功课堂(Sc)是“建构性学习C”与“学生有效参与P”的复合函数,Sc=ET*(C,P)。“建构性学习”与“启发式教学”是同一事物的“一体两面”,合称之为“启发建构型课堂”;教育技术是实现“成功课堂”的服务力量(或曰催化剂)。“建构性学习”体现认知视角,“学生有效参与”体现意向视角,二者构成完整的有效学习过程。所谓“建构性学习中学生有效参与”,在其实践意义上是指在“启发建构论”的指导下,利用合适“创新教育技术”,遵循“学思行统一”一贯之道,构建“建构性学习”形态,协调多元复合学习方式与策略,激励学习情感与动力,保证“学生有效参与”,实现“成功课堂”,促进教学相长,师生并进,从而落实“杰出人才”培养目标。
文章共分为七章,第一章为绪论,第七章为结束语。第二章理论基础与文献探讨,第三章命题与研究设计,第四章建构性学习形态研究,第五章学生有效参与研究,第六章实践行动:“跨越式发展”项目。论文主体五章分别从不同方面针对核心问题,及子问题做出回答与论证。第二章主要就建构主义、教育技术定义与本质、教育技术的逻辑起点与终极目的、信息技术与课程整合四个方面做了文献综述。在综述过程中穿插个人观点。第三章主要就成功课堂结构、学习过程、折衷混合学习观、研究思路与方法做了探讨与阐述。本章前三节是第四节的概念框架铺陈。该章主要论述笔者分析问题,解决问题的框架视点。第四章分别就学习环境设计基础、建构主义教学设计潜力与挑战、建构主义学习环境效果研究、主导主体启发建构学习形态的建构做了论述。该章旨在解决核心议题的第一步骤,即构建建构性学习形态。其中,建构主义学习环境的效果研究为国际最新前沿问题。主导主体启发建构学习形态则是建构主义中国化的具体产物。第五章分别就学习动机、学生有效参与的界定、整合与实施模式做了探讨。该章旨在回答核心议题的第二步骤,即保证学生有效参与。该章关于学生有效参与的界定,是作者个人研究观点的详细阐述。整合模式则主要取材于何克抗教授研究和实践成果。本章提出中西结合启发建构式的“学思行统一模式”。第六章主要针对自身参与“基础教育跨越式发展创新试验”项目,进行实践总结与反思。分别从项目概论,学科进展,试验成果,实践反思四个角度做了深入剖析。本章以广州市番禺区沙湾、石楼试验区为切入,对课题和自身实践做了总结。
论文的主要创新之处在于整合了西方建构主义和中国传统教育学思想(主要以孔子为代表),初步提出一组假设、概念体系,及其分析框架。相对而言,论文在理论观点方面创新较多。不足之处在于理论体系与逻辑结构有待精炼、完善与实践检验。
The research project started from“An Experiment Study Leapfrogging Development of K12 School in Digital Environment”which is a key project of the Ministry of Education carried by Professor He Kekang. During the participate process, I reflected myself and made a deep rethink. The research focused on the core problem“How to use appropriate educational technology to achieve the successful classroom, implement the training of excellence talents in knowledge age.”The problem can separate into three sub-problems. Study the mission, roles and responsibilities of educational technology during the construct mechanism of successful classroom in the information age, implement the training of excellence talents, that is, "the proper duties of classroom educational technology."
Research methods used are: 1) literature methodology, through the whole research process;2) Sino-US comparative study, mainly in the period of studying in USA; 3) Case study, mainly in the stage of thesis writing; 4) Action research, mainly in the first stage to participate in leapfrogging development project. Study is divided into three phases. The first stage carried out literature research and research design. The second stage is divided into two phases of domestic and foreign. Domestic concerns on leapfrogging development experiment. Abroad stage concerns on Sino-US comparison, follow-up the forefront of research developments. The third stage focus on dissertation writing and modification.
The research demonstrated the definition of successful classroom and a new analysis framework. The successful classroom (Sc) is a compound function on "Constructive Learning C" and "students effective participate P”, Sc = ET * (C, P). "Constructive Learning" and "heuristic teaching" is the same thing, together referred to as "Enlighten-Construct-type Class"; Educational technology is the activator to achieve "successful classroom". "Constructive Learning" embodies the cognitive perspective,”students effective participation”reflect the intention perspective. Both make up an effective learning process. The so-called " Student Effective Participation in Constructive Learning Environment”, in the practice perspective is defined as guiding by Enlighten-Constructivism, use appropriate innovate Educational Technology, follow the "learn-think-action entia " rule, build Constructive Learning form, coordinate multi-composite learning styles and strategies, engage emotional and motivation, and ensure the effective participation of the students, to achieve the successful classroom , teaching and learning promote and enhance each other, teachers and students keep abreast of the times, thus fulfilling the objective of training excellent talents.
The dissertation is divided into seven chapters, chapter I: Introduction, Chapter VII: Conclusion. Chapter II: Theory foundation and literature, Chapter III: Proposition and study design, Chapter IV: Research on constructive learning form, Chapter V: Students effective participate, Chapter VI: Practice action of "Leapfrogging development project”. These 5 chapters answer different sub-question. Chapter II mainly research on the constructivism, the definition and essence of educational technology, the logical starting point and the end purpose of educational technology, the integration of information technology into curriculum. Chapter III focus on the structure of successful classroom, the effective learning process, view of compromise hybrid learning, research ideas and methods. The first three sections of this chapter is the conceptual framework of fourth section. This chapter focuses on my view on problem-solving framework. Chapter IV discuss the design basis of the learning environment, the potential and challenges of constructivist instructional design, the research on effect of constructivist learning environment, Led-center enlighten-Construct learning patterns. The chapter seeks to address the first step of the core issues, which is, building a constructive learning form. Among them, the research effect of constructivist learning environment is the newest international issues. Led-center enlighten-construct learning patterns are the constructivism’s China local edition. Chapter V focuses on learning motivation, the definition of the students’effective participation, then the integration models are discussed. The chapter seeks to answer the second step of core question, namely to ensure the effective participation of students. The definition of the effective participation of students is original personal view. Integration modes are mainly based on Professor. He Kekang’s research and practice. Give a“learn-think-action unity”instructional model.Chapter VI aimed at "Leapfrogging development project”, carried out a practice reflection on the introduction, progress, to the practice reflection. This chapter is a personal summary of practice from Shawan, Shilou sub-project.
The main innovation of the research is the integration of Western constructivism and Chinese traditional education idea (mainly from Confucius).Set a preliminary assumptions, a system of concept, and its analytical framework. Relatively, there is more theory innovation in the dissertation. The theory system and logic need be refined, perfect and practice inspection in future.
课题研究采用的方法主要有:1)文献研究,贯穿于研究的全过程;2)比较研究,主要在后期美国留学期间;3)案例研究,主要在论文撰写阶段;4)行动研究,主要在前期参加跨越式课题阶段。研究主要分为三个阶段,第一阶段开展文献调研与研究设计。第二阶段又分为国内与国外两个阶段:国内阶段从事跨越式试验的行动研究。国外阶段关注中美比较,及前沿动态追踪。第三阶段是博士论文撰写修改阶段。
论文提出并论证了成功课堂的新界定及一个问题分析框架,即成功课堂(Sc)是“建构性学习C”与“学生有效参与P”的复合函数,Sc=ET*(C,P)。“建构性学习”与“启发式教学”是同一事物的“一体两面”,合称之为“启发建构型课堂”;教育技术是实现“成功课堂”的服务力量(或曰催化剂)。“建构性学习”体现认知视角,“学生有效参与”体现意向视角,二者构成完整的有效学习过程。所谓“建构性学习中学生有效参与”,在其实践意义上是指在“启发建构论”的指导下,利用合适“创新教育技术”,遵循“学思行统一”一贯之道,构建“建构性学习”形态,协调多元复合学习方式与策略,激励学习情感与动力,保证“学生有效参与”,实现“成功课堂”,促进教学相长,师生并进,从而落实“杰出人才”培养目标。
文章共分为七章,第一章为绪论,第七章为结束语。第二章理论基础与文献探讨,第三章命题与研究设计,第四章建构性学习形态研究,第五章学生有效参与研究,第六章实践行动:“跨越式发展”项目。论文主体五章分别从不同方面针对核心问题,及子问题做出回答与论证。第二章主要就建构主义、教育技术定义与本质、教育技术的逻辑起点与终极目的、信息技术与课程整合四个方面做了文献综述。在综述过程中穿插个人观点。第三章主要就成功课堂结构、学习过程、折衷混合学习观、研究思路与方法做了探讨与阐述。本章前三节是第四节的概念框架铺陈。该章主要论述笔者分析问题,解决问题的框架视点。第四章分别就学习环境设计基础、建构主义教学设计潜力与挑战、建构主义学习环境效果研究、主导主体启发建构学习形态的建构做了论述。该章旨在解决核心议题的第一步骤,即构建建构性学习形态。其中,建构主义学习环境的效果研究为国际最新前沿问题。主导主体启发建构学习形态则是建构主义中国化的具体产物。第五章分别就学习动机、学生有效参与的界定、整合与实施模式做了探讨。该章旨在回答核心议题的第二步骤,即保证学生有效参与。该章关于学生有效参与的界定,是作者个人研究观点的详细阐述。整合模式则主要取材于何克抗教授研究和实践成果。本章提出中西结合启发建构式的“学思行统一模式”。第六章主要针对自身参与“基础教育跨越式发展创新试验”项目,进行实践总结与反思。分别从项目概论,学科进展,试验成果,实践反思四个角度做了深入剖析。本章以广州市番禺区沙湾、石楼试验区为切入,对课题和自身实践做了总结。
论文的主要创新之处在于整合了西方建构主义和中国传统教育学思想(主要以孔子为代表),初步提出一组假设、概念体系,及其分析框架。相对而言,论文在理论观点方面创新较多。不足之处在于理论体系与逻辑结构有待精炼、完善与实践检验。
The research project started from“An Experiment Study Leapfrogging Development of K12 School in Digital Environment”which is a key project of the Ministry of Education carried by Professor He Kekang. During the participate process, I reflected myself and made a deep rethink. The research focused on the core problem“How to use appropriate educational technology to achieve the successful classroom, implement the training of excellence talents in knowledge age.”The problem can separate into three sub-problems. Study the mission, roles and responsibilities of educational technology during the construct mechanism of successful classroom in the information age, implement the training of excellence talents, that is, "the proper duties of classroom educational technology."
Research methods used are: 1) literature methodology, through the whole research process;2) Sino-US comparative study, mainly in the period of studying in USA; 3) Case study, mainly in the stage of thesis writing; 4) Action research, mainly in the first stage to participate in leapfrogging development project. Study is divided into three phases. The first stage carried out literature research and research design. The second stage is divided into two phases of domestic and foreign. Domestic concerns on leapfrogging development experiment. Abroad stage concerns on Sino-US comparison, follow-up the forefront of research developments. The third stage focus on dissertation writing and modification.
The research demonstrated the definition of successful classroom and a new analysis framework. The successful classroom (Sc) is a compound function on "Constructive Learning C" and "students effective participate P”, Sc = ET * (C, P). "Constructive Learning" and "heuristic teaching" is the same thing, together referred to as "Enlighten-Construct-type Class"; Educational technology is the activator to achieve "successful classroom". "Constructive Learning" embodies the cognitive perspective,”students effective participation”reflect the intention perspective. Both make up an effective learning process. The so-called " Student Effective Participation in Constructive Learning Environment”, in the practice perspective is defined as guiding by Enlighten-Constructivism, use appropriate innovate Educational Technology, follow the "learn-think-action entia " rule, build Constructive Learning form, coordinate multi-composite learning styles and strategies, engage emotional and motivation, and ensure the effective participation of the students, to achieve the successful classroom , teaching and learning promote and enhance each other, teachers and students keep abreast of the times, thus fulfilling the objective of training excellent talents.
The dissertation is divided into seven chapters, chapter I: Introduction, Chapter VII: Conclusion. Chapter II: Theory foundation and literature, Chapter III: Proposition and study design, Chapter IV: Research on constructive learning form, Chapter V: Students effective participate, Chapter VI: Practice action of "Leapfrogging development project”. These 5 chapters answer different sub-question. Chapter II mainly research on the constructivism, the definition and essence of educational technology, the logical starting point and the end purpose of educational technology, the integration of information technology into curriculum. Chapter III focus on the structure of successful classroom, the effective learning process, view of compromise hybrid learning, research ideas and methods. The first three sections of this chapter is the conceptual framework of fourth section. This chapter focuses on my view on problem-solving framework. Chapter IV discuss the design basis of the learning environment, the potential and challenges of constructivist instructional design, the research on effect of constructivist learning environment, Led-center enlighten-Construct learning patterns. The chapter seeks to address the first step of the core issues, which is, building a constructive learning form. Among them, the research effect of constructivist learning environment is the newest international issues. Led-center enlighten-construct learning patterns are the constructivism’s China local edition. Chapter V focuses on learning motivation, the definition of the students’effective participation, then the integration models are discussed. The chapter seeks to answer the second step of core question, namely to ensure the effective participation of students. The definition of the effective participation of students is original personal view. Integration modes are mainly based on Professor. He Kekang’s research and practice. Give a“learn-think-action unity”instructional model.Chapter VI aimed at "Leapfrogging development project”, carried out a practice reflection on the introduction, progress, to the practice reflection. This chapter is a personal summary of practice from Shawan, Shilou sub-project.
The main innovation of the research is the integration of Western constructivism and Chinese traditional education idea (mainly from Confucius).Set a preliminary assumptions, a system of concept, and its analytical framework. Relatively, there is more theory innovation in the dissertation. The theory system and logic need be refined, perfect and practice inspection in future.
引文
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