刍议信息时代学习理论与学习的溯源性思考  

A Rustic Opinion of Learning Theories and the Reflection on Learning Traceability

作　　者：王保中[1] 张望发[2] Wang Baozhong Zhang Wangfa(Department of Psychology and Education Science, Zaozhuang Institute, Zaozhuang Shandong 277160 Department of College of Arts, Zaozhuang Institute, Zaozhuang Shandong 277160)

机构地区：[1]枣庄学院心理与教育科学学院,山东枣庄277160 [2]枣庄学院文学院,山东枣庄277160

出　　处：《中国电化教育》2017年第6期67-72,共6页China Educational Technology

基　　金：教育部人文社会科学规划课题"基于教师‘经验’构筑实践取向的个人教育哲学--再议信息技术与课程深度融合问题"(课题编号:15YJA880064);山东省软科学研究计划项目"信息化条件下的教师教育创新管理模式研究"(项目编号:2016RKB01456)的阶段性成果

摘　　要：学习是人的理性和经验矛盾统一的主动建构和社会协商,这是建构主义学习理论对数字化学习、泛在学习以及学习科学中相关学习理论具有历史和形而上学意义的指导思想。该文通过分析信息时代的学习理论,强调指出伴随信息技术对教育的不断渗透而出现的数字化学习等学习理论存在技术理性诱导以及脱离真实情境和实践生活的倾向,需要在建构主义学习理论的指导下,开展回溯学习。回溯学习的根本在于基于并指向本土意义的真实生活实践,积极促进学习活动从技术理性向实践理性、从数字符号世界向真实生活世界、从复制移植学习向原始创造学习、从人类中心向和谐生态的回溯。Learning is the subjective construction and social negotiation of contradiction and unification with human＇s rationality and experience, which is the historical and metaphysical guiding ideology that constructive learning theory brings to digital learning, ubiquitous learning and the related learning theories with learning sciences. It needs to conduct Backtracking Learning under the guidance of the constructive learning theory because of the fact that there are the tendency of technical rationality induction and the separation from real context and practices in life that exists in the learning theories above. It needs to backtrack leaning that is based on the practices in real life with the thought of locality-orientation and promote the learning activities from technical rationality to practical rationality, from digital symbols to real life and from duplicating and transplanting learning to original innovative learning.

关 键 词：数字化学习 泛在学习 学习科学 回溯学习 

分 类 号：G434[文化科学—教育学]