建构学习的多样性  

Construct Diversity of Learning

作　　者：徐晓东[1] 

机构地区：[1]华南师范大学教育信息技术学院,广东广州510631

出　　处：《中国电化教育》2014年第7期75-81,共7页China Educational Technology

基　　金：国家社会科学基金"十一五"规划2010年度教育学一般课题"基于网络校际协作学习的相互启发原理和多样性学习理论研究"(课题批准号:BCA100021)核心研究成果之一

摘　　要：教育目的之一是改变一个人的观念,并推动个体累加真理。累加另一个,意味着产生了差异。各种观念或真理并存时,合而不同是其存在的一种形式,它构成了一个以复调为基础的意识世界,多样性是这些差异的连接方式。学习的多样性理论主张,应该从个体意识的角度来看待世界,这样就会有各种不同的独立意识和思想。为此,在网络校际协作学习活动中所观察到的学生以主体意识重构学习活动这一事实说明,不是我们认为学生应该如何学和学什么,而是他们决定应该如何学和学什么。对话是推动观念累加的有效途径,对话将多样性从抽象目标转变为教育实践。One of the goals for education is to change one＇s concept, and promote individual to accumulate truth. The accumulation of another truth means the advent of difference. Harmony without uniformity is a form of its existence while coexist of different concepts or truths, and it forms a spiritual world on the basis of polyphony consciousness, in which diversity is the connecting method for the differences. The diversity of learning theory claims that view the world from the perspective of individual consciousness, so there will be a variety of independent consciousness and thoughts. Therefore, what we observed in Web- Based Interscholastic Collaborative Learning activity is that students reconstruct leaning activities by using subject consciousness. The fact indicates that not teachers think students how to learn and what to learn, but students should decide how to learn and what to learn. Dialogue is an effective way to promote concept accumulation as well as to transfer diversification from an abstract goal to education practice.

关 键 词：网络校际协作学习 多样性学习理论 差异 多样性 

分 类 号：G434[文化科学—教育学]