基于个人学习环境的自主学习模型——层级式碎片化关联的设计视角  

A Self-Regulated Learning Model Based on Personal Learning Environment:From the Hierarchical,Fragmental,Related Design Perspective

作　　者：郁晓华[1,2] 祝智庭[2] 

机构地区：[1]华东师范大学教育信息技术学系,上海200062 [2]华东师范大学上海数字化教育装备工程技术研究中心,上海200062

出　　处：《开放教育研究》2013年第3期103-112,共10页Open Education Research

基　　金：2011年度华东师范大学优势重点学科/新兴交叉学科博士研究生科研创新项目(CX2011017);教育部新世纪人才计划"基于个人数字终端的信息化创新应用研究:资源;服务及应用实例"(NCET-11-0140)

摘　　要：面对经济社会发展对高质量多样化人才的需要与教育培养能力不足的矛盾,处在一个高度社会化、个性化和开放式发展的技术环境中,人力资源的建设可否转变发展思路走自发性建设之路呢?个人学习环境的建构理念为此创造了前所未有的机遇。终身学习视角下的自主学习强调主动性,主流的基于"课程"、"课堂"的学习组织方式将不再适合,个人学习环境与自主学习的结合可以说是学习需求和技术发展的必然。实现基于个人学习环境的自主学习需要从学习者角色、内容组织、社会性参与、组织文化、技术互操作等多方面进行全面的设计转变,因此新的自主学习模型采用了活动的层级式结构、资源的碎片化聚合、社会参与的关联共享的设计视角,提炼出自主学习活动的五类构成元素、三级逻辑组织和关联共享关系。基于该模型,自主学习环境建设可通过自建、共建、关联和向导四种方式实现,学习的关联涉及知识网络、社会网络和情境网络三种类型。本研究讨论了该模型在不同风格自主学习者中的应用案例,并通过原型系统PLE-SRL平台进行模型试用检验,验证了该模型的合理性和可行性。Facing the contradictions between the need of high-quality diversified talents of economic and social development and the lack of educational training capacity, how to change the human resources development ideas and take the path of spontaneous construction in a highly social, personalized and open technology environment7 The concept of personal learning environment （ PLE ） creates an unprecedented opportunity. Self-regulated learning under the perspective of lifelong learning especially emphasizes a fully active, traditional learning organization methods, following the operating metaphors of course and class, are incompetent to meet the changes. The combination of personal learn- ing environment and self-regulated learning is inevitable for learning needs and technology development. There needs a comprehensive design change from the aspects of learner role, content organization, social participation, organizational culture, technology interoperability and so on, to achieve self-regulated learning bused on PLE. A new model is proposed from the design perspective of using hierarchical structure of activities, fragmental polymerization of resources, and relevance of social participation, and five elements, three logical structures and related sharing relationships of self-regulated learning activity are extracted. Based on this model, learning environment can be constructed through four ways which are self-built, co-built, associated-buih and guided-built, and learning relevance involves three types which are knowledge network, social network and context network. Applications of the model in different independent styles of learners are explored through typical cases, and the practical trials on a prototype system verify the rationality and feasibility of the model.

关 键 词：自主学习 个人学习环境 模型 关联 碎片化 终身学习 

分 类 号：G434[文化科学—教育学]