移动互联时代的碎片化学习及应对之策——从零存整取到“互联网+”课堂  

Fragmentation of Learning and Its Countermeasures in Mobile Internet Era: From “Fixed Deposit by Installments” Learning Strategies to “Internet +” Classroom

作　　者：王竹立[1] 

机构地区：[1]中山大学现代教育技术研究所,广东广州510275

出　　处：《远程教育杂志》2016年第4期9-16,共8页Journal of Distance Education

摘　　要：碎片化学习包括狭义与广义两种内涵,学习的碎片化由知识碎片化、时间碎片化和建构主义学习方式等因素共同形成。碎片化学习有利有弊,解决的办法有复原和重构两种。零存整取是应对碎片化学习挑战的基本原则与普遍规律,可以体现在个人层面、社会层面、团队层面和技术层面上。碎片化学习与学科导向的系统学习应向个人导向的系统学习靠拢,以建立更适合问题解决与创新的个性化知识体系。"互联网+"课堂模式有助于整合学校内的系统学习与碎片化学习。未来个人导向的系统学习将取代学科导向的系统学习,成为主流学习模式。Fragmented learning includes both narrow and broad connotation. Fragmentation of learning is jointly formed byknowledge fragmentation, time fragmentation and constructivism learning mode. Fragmentation learning has its advantages and disadvantages, which can through recover and reconstruct to solve. “Fixed deposit by installments”is a basic principle and universal lawwhen confronting the challenge from fragmentation of learning. It can be reflected in the individual level, social level, team level andtechnical level. Fragmented learning and subject-oriented system learning should both draw close to personal-oriented system learning, so as to establish a more personalized knowledge system suitable for problem solving and innovation. “Internet＋ ” classroom patternis conducive to integrate the system learning and fragmented learning together in school. The personal-oriented system learningwill become the main learning mode to replace the subject-oriented system learning in the future.

关 键 词：碎片化学习 零存整取 “互联网+”课堂 翻转学习 创客式学习 碎片化学习 零存整取 “互联网+”课堂 翻转学习 创客式学习 

分 类 号：G420[文化科学—课程与教学论]