微群网络学习共同体的实践探索  

A Practical Exploration of Online Learning Community Based on the Microblogging Community

作　　者：张豪锋[1] 杨绪辉[1] 

机构地区：[1]河南师范大学教育技术中心

出　　处：《现代远程教育研究》2013年第1期95-100,共6页Modern Distance Education Research

基　　金：河南省软科学项目"基于物联网的大学学习环境构建研究"(122400450200)

摘　　要：社会性建构理论倡导和支持在一定的社会文化情境脉络之中实现知识的流动、生产和创生,如何利用社会化网络建构学习共同体成为研究的热点问题之一。微群是随着Web2.0而兴起的一类开放的互联网社交服务社群,具有内容的微型化与简明性、操作方式的多样化与便捷性、交流的时效性与临场感等特征,可以多渠道地使隐性知识显性化、便捷地将海量碎片信息重组并提供良好的应用程序接口,实现软件功能移植。河南师范大学以"数字媒体技术导论"课程内容为主题,通过13周、三轮行动研究法,进行基于微群的网络学习共同体实践,发现利用微群进行学习,能发挥教师主导和学习者主体作用,激发学习者学习兴趣,加深学习者对知识的理解,促进成员之间的情感交流,培养个人协作学习、自我管理、问题探究等方面的能力。Social constructivism advocates the flow,production and creation of knowledge under certain social and cultural context.One of the hot-spot issues is to establish learning communities via social networking tools.Rising with Web 2.0,the microblogging community is an open social service community on the Internet.Characterized by minimized and simplified content,varied and convenient operation,and timely and immersive communication,it can,through multiple channels,make tacit knowledge explicit,regroup conveniently huge amount of fragmented information,provide high-quality application level interfaces,and realize transplantation of software functions.Based on microblogging community,a learning community practice was carried out by the Normal University of Henan for 13 weeks.Three rounds of action research shows that the microblogging community can exert the teacher＇s guiding function and the learner＇s dominant role,arouse learners interests,reinforce knowledge comprehension,encourage affective interaction,and cultivate such individual abilities as cooperative learning,self-management and question inquiry.

关 键 词：微博社群 网络学习共同体 行动研究 实践探索 

分 类 号：G434[文化科学—教育学]