基于“知识创造”隐喻构建学习共同体的“交互体系”  

Constructing an Interaction System of Learning Community Based on Metaphor of Knowledge Creation

作　　者：董伟[1] 

机构地区：[1]通化师范学院图书馆

出　　处：《图书馆学研究》2018年第14期96-100,F0003,共6页Research on Library Science

摘　　要："知识创造"隐喻不同于知识"获取"隐喻或"参与"隐喻,属于扩展性学习范畴,以学习者为核心开展的交互活动成为学习共同体运行的关键因素,其交互体系具有特殊性。根据学习共同体的四个基本问题——谁学、为什么学、学什么、怎样学与交互的关系,演变成交互体系的四个构成要素,即交互主体、交互目标、交互资源、交互过程。由于知识创造的学习目标与共同愿景具有高级知识建构的特征,故每个构成要素又不同于一般的学习共同体,表现在交互主体的高级认知水平、协作问题导向的学习目标、对交互资源进行高级把关、交互过程触发知识创造的多层干预,以促进学习者在交互过程中的表达、反思与创作,实现学习者及学习共同体的共同发展。The ＂knowledge creation＂metaphor is different from the knowledge ＂acquiring＂or ＂participating＂metaphor,which belongs to the extended learning category. The learner-oriented interaction is the key factor of the learning community,and its interaction system is special. According to the four basic problems of the learning community,that is,who learn,why to learn,what to learn and how to learn,the interactive relations of them have envolved into the four elements of transaction system, namely, interactive subject, interactive goal, interactive resource and interactive process. Because the learning goals and common vision of knowledge creation have the characteristics of advanced knowledge construction,each component is different from the general learning community,which is manifested in the high-level cognitive level of the interactive subject,the learning goal oriented by the cooperation problem,the high-level connection and the interaction process to trigger knowledge creation to the interactive resources. The multi-layer intervention can promote the expression,reflection and creation of learners in the interaction process,and achieve the common development of learners and learning communities.

关 键 词：知识创造 学习共同体 交互体系 协作学习 

分 类 号：G434[文化科学—教育学]