分布式认知及其对学习环境设计的影响  

Distributed Cognition and Its Impact on the Design of Learning Environments

作　　者：翁凡亚[1] 何雪利[1] 

机构地区：[1]浙江师范大学教育学院,浙江金华321004

出　　处：《现代教育技术》2007年第10期14-17,共4页Modern Educational Technology

摘　　要：分布式认知理论认为认知分布于个体、群体和人工制品之中。其中,个体和人工制品同样重要,群体和人工制品也同样重要。今天,信息技术的发展日益凸显人工制品的价值。在学习活动中,"学习环境"即为"人工制品";分布式认知对人类认知活动和人工制品的认识即为分析学习环境设计的一种理论框架。它基于"认知分布"的视角对学习环境赋予新的隐喻,给予学习环境设计新的启示。这为学习者的有意义学习创设环境提供了有力的"给养"。Distributed cognition believed cognition distributed in individual / group and artifact. Artifact was important as well as individual. Group and artifact were also equally important. Today, with the development of information technology, artifact has become prominent increasingly. In learning activities, learning environment was artifact. Therefore, the views, which distributed cognition employed about human cognition and artifact, became a theoretical framework of design of learning environments. Based on the perspective of distribution, distributed cognition gave learning environment new metaphors and new insights, which can offer a forceful ＂provision＂ for creating a meaningful learning environment.

关 键 词：分布式认知 个体认知 人工制品 学习环境 

分 类 号：G40-057[文化科学—教育学原理]