摘要
当代学习研究的“实践转向”以及教育实践从“教”向“学”的范式转移,推动着教育技术研究的焦点从“基于媒体的教学模式与设计”转向“技术支持的学习模式与设计”,当代信息技术对教育和学习实践的广泛与深度参与已经使得信息技术环境成为一种最为典型和应用最广泛的学习环境,其学习活动的设计成为教学设计与技术研究关注的热点问题,而活动理论则为信息技术环境下的学习活动设计提供了丰富的思想资源和强大的理论支撑。
本论文以“信息技术环境下的学习活动设计研究”为题,对基于信息技术环境的学习活动进行了理论探究,构建了信息技术环境下学习活动系统的结构模型、微观和宏观解释性模型以及学习活动展开的过程模型,对信息技术环境下学习活动设计的基本过程模式和实施框架进行了创新探索,提出了面向信息技术环境的“二维矩阵式”学习活动设计理论模型,确立了信息技术环境下学习活动设计的过程模型,设计开发了学习活动设计决策支持系统,并把信息技术环境下的学习活动设计推向了实践应用。主要研究成果有以下几点：
1.以对信息技术环境和活动理论的基本把握为基础,使用活动理论对信息技术环境进行了界定和解读,对其基于对技术的系统集成而表现出来的开放性和分布式这两大显著特征进行了分析,并对信息技术环境下的学习活动进行了理论探索,提出信息技术环境下的学习活动是一种信息技术支撑下的主客体社会性交互活动,并从活动理论的视野出发把这种环境中的学习活动划分为三种基本类型。
2.从系统思考出发,在活动理论的基础上提出了“信息技术环境下的学习活动系统”概念并构建了相应的结构模型,进而在微观和宏观两个层次上发展了信息技术环境下的学习活动系统之解释性模型,解析了信息技术环境下学习活动的内在心理机制与结构,并以此为基础,通过从理论到实践的转换,构建了信息技术环境下的学习活动外部过程模型。
3.以活动理论为指南,把教学系统设计中经典的“九大教学事件”理论推广应用于信息技术环境下,构建了一个“二维矩阵式”学习活动设计之理论模型,即信息技术环境下学习活动设计的一套“算法”,并提出了实现这一模型的四大步骤：①初始选择、②规则内容制定、③学习活动设计、④学习活动空间预留,为后续信息技术环境下学习活动设计的实践应用尤其是决策支持系统的设计和开发确立了理论原型。
4.提出了一个信息技术环境下的学习活动设计之过程模型,确定了信息技术环境下学习活动设计的四大基本内容：①以对活动系统的分析为基础,进行可视化学习目标的设计；②以学习目标为导向,设计具有情境化和真实性的学习活动；③从工具中介思想出发,在设计中给学习配备多种支撑工具：④在评价设计中设置多元化评价方式,促进学习者全面发展。
5.在对功能进行分析的基础上,设计开发了信息技术环境下学习活动设计的决策支持系统,针对不同功能需求,确定了三个不同资源库：教学情境问题库、活动选择规则库、活动设计决策库,以及两个案例库,即学习活动序列优秀案例库和学习活动应用实例库,通过一系列规则设计并实现了原型系统。
6.如何让教师在活动理论指导下,设计信息技术环境下的学习活动,将教学方法、课堂交流、课堂控制及课堂艺术融合起来,使以教师、课堂和书本为中心的单向教学向以学生为主体、以活动为中心的互动学习转变,也是本论文研究和探索的一个重点,通过对典型案例进行的深入分析,全面展现了信息技术环境下学习活动设计的基本进程及其得失成败的关键所在：学习活动序列的设计。
本论文在研究中的创新主要包括以下三点：
①从活动理论的视角出发对信息技术环境及信息技术环境下的学习活动进行了新的界定和解读,初步提出了信息技术环境下的学习活动理论,发展了信息技术环境下的学习活动系统概念及相应的结构模型和解释模型,构建了信息技术环境下的学习活动过程模型。
②将加涅的“九段教学法”和课程教学中的典型课型进行整合并构建了二维矩阵,从而为基于活动理论的学习活动设计决策支持系统的设计和开发确立了一个基本的理论原型和行动框架,并以此为基础提出了信息技术环境下的学习活动设计之过程模型。
③设计开发了信息技术环境下学习活动设计的决策支持系统,通过一系列规则设计并实现了原型系统,为教师在信息技术环境下的教学实践提供了学习活动设计的决策支持,从而丰富和发展了信息化教学设计。
信息技术环境下的学习活动设计纷繁复杂,对信息技术环境下的学习活动进行研究和设计是一项规模宏大的研究课题,由于各种条件的限制,本论文对信息技术环境下的学习活动设计研究虽然取得了一定的创新发现,但在研究成果的深刻性、系统性、整体性和应用性上还有待进一步努力。
The paradigm shifts of contemporary learning research from theory to practice and education practice from teaching to learning promote the focus of instructional technology study from instructional model and design based on media to learning model and design enhanced by technology. In this case, with the development of ICT application in education, information technology environment becomes one of the most typical and primary learning environments, and the learning activity design emerges as a very hot topic for instructional design and technology professionals, meanwhile activity theory provides a rich idea resource and robust intellectual support for learning activity design in IT environment.
In this dissertation, with the title of learning activity design in information technology environment, the author tries to development a theory for learning activity in IT environment, proposes various models for learning activity system in this new environment including structural model, interpretive model and process model, explores the process and implementation of learning activity design in IT environment through modeling methodology, develops a two-dimensional matrix as prototype for design by combining nine instructional events and four primary teaching model, establishes a process model for learning activity design in IT environment based on this prototype, and builds a decision making support system for learning activity design and apply it in practice. All of the work is conducted from the perspective of activity theory. The major findings could be found in the following points:
1. Based on the innovative understanding of IT environment and activity theory, the author defines the IT environment by characterizing it as an open and distributed digital learning environment, and proposes a theory which defines the learning activity in IT environment as an active social interaction among learners and relevant elements enhanced by technology. This kind of social interaction could be divided three categories.
2. From the perspective of system thinking, a concept of learning activity system in IT environment is proposed based on activity theory and two models for learning activity system in this new environment from micro to macro levels are developed. The author also explores the mechanism and structure of learning activity which happens in IT environment and builds a process model through transforming theory to practice.
3. Using activity theory as guideline, the author develops a two-dimensional matrix for learning activity design by extending the classic nine instructional events in instructional design and applying it in IT environment, and provides a theoretical prototype for the practice of learning activity design IT environment, especially for design and development of decision-making system by identifying four steps to implement this model:original selection, rule identification, learning activity design, and space arrangement for learning activity.
4. Establishing a process model for learning activity design in IT environment and identifying the four primary tasks:designing visual learning objects based on analyzing activity system, arranging situated and authentic learning activities following the orientation of learning objects, preparing various supportive tools for learning based on the idea of tool meditation, and setting various instruments in learning assessments to facilitate the all-around development of learners.
5. Based on the function analysis, the author designs and develops a decision-making support system for learning activity design in IT environment, and identifies three resource bases, which include problem base situated in teaching and learning, rule base for activity selection and decision-making base for activity design, and two case bases, one for learning activity sequence setting and the other for learning activity application.
6. Finally, the author applies all of the findings in interpreting cases based on PGP network teaching platform, a IT environment product developed by her institution, and shows how the teachers could combine pedagogical methods, social interaction, class monitoring and teaching arts in learning activity design in IT environment with the guide of activity theory. The author finds that the critical step for designing and implementing learning activity in IT environment is how to identify the sequence of learning activities.
The most significant breakthroughs that the author has obtained in her dissertation include:
1. Developing a new definition and understanding of IT environment and the learning activity in it from the perspective of activity theory, developing a theory for learning activity in IT environment, establishing various models to understand learning activity system in IT environment including structural model, interpretive model, and building a process model for learning activity in IT environment.
2. Developing a two-dimensional matrix as a prototype for learning activity design by extending the classic nine instructional events in instructional design and combining it with the typical teaching models and proposing a process model as action framework for learning activity design in IT environment based on this prototype.
3. Designing and developing a decision-making support system for learning activity design in IT environment to provide decision-making support for teachers who design learning activity in IT environment through a series of rules.
Learning activity design in IT environment is very profound and comprehensive. Applying activity theory to research and design learning activity in digital environment is a big scale research topic. Due to various limitations, although many new findings have been obtained on learning activity design in digital classroom research, more efforts need to be done in the future in order to deepen this study.
引文
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