探究社区研究述评与展望  

Review and Prediction of Research on the Inquiry Community of Online Learning

作　　者：杨洁[1] 白雪梅[1] 马红亮[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《电化教育研究》2016年第7期50-57,共8页E-education Research

基　　金：2015年度教育部人文社会科学研究项目"基于MOOC的翻转课堂研究:中外合作教学的视角"(项目编号:15XJC880010)

摘　　要：探究社区理论产生于20世纪末的在线学习初兴时代,它强调通过支持协作学习与反思性批判对话来实现深度和有意义的学习。自探究社区理论框架发布以来,世界范围内引起了研究者的普遍关注,而今探究社区理论框架已经成为研究在线环境以及混合学习环境中教与学的重要理论之一。文章分别从探究社区的理论框架、认知存在、教学存在、社会存在以及三种存在之间的相互关系的维度,对国外长达15余年的探究社区的研究成果进行了梳理、分析和归纳,概括总结了探究社区理论的特点、应用以及未来值得深入研究的问题等。The community of inquiry theory emerged with the development of online learning at the end of the 20th century. This theory emphasizes to achieve deep and meaningful learning by supporting collaborative learning and reflective critical dialogue. Since its publication, the community of inquiry framework has attracted the attention of a large number of researchers. The community of inquiry framework has become one important theory for the research on teaching and learning in online and blended learning environment. This paper analyzes and summaries the research on community of inquiry in recent 15 years from the perspective of the theoretical framework of community of inquiry as well as the perspective of cognitive presence, teaching presence, social presence, and the relationship among these three presences. Finally, this paper concludes the advantages of community of inquiry theory and its application, and proposes future research trends.

关 键 词：探究社区理论 认知存在 教学存在 社会存在 

分 类 号：G434[文化科学—教育学]