“后人类”视阈下的网络化学习  

The Networked Learning from the Perspective of Posthuman

作　　者：左璜[1,2] 苏宝华[3] ZUO Huang;SU Baohua

机构地区：[1]华南师范大学基础教育培训与研究院 [2]华南师范大学中小学教师发展与管理研究中心 [3]暨南大学华文学院

出　　处：《现代远程教育研究》2017年第2期19-27,共9页Modern Distance Education Research

基　　金：2013年度全国教育科学"十二五"规划教育部青年课题"行动者网络理论视角下的高校青年教师教学发展路径研究"(EIA130417)

摘　　要：随着技术不断融入人类生活,人类中心主义正在遭遇来自"后人类"的挑战。"后人类"不仅仅是一个新的实体概念,更是一种隐喻、一种思想和时代特征。深入教育的立基之本,"后人类"反对传统教育的"强制人性"基础,强调"发展人性";批判"等级制"人性,支持"民主化"人性;反对表征式的"抽象人性",提倡表现式的"实践人性"。"后人类"解构已有的身体,确立起网络化主体,意即所有行动者包括人、物、技术、精神等的网络化就是学习本体。与此同时,连通主义学习理论、网络化课堂教学以及行动者网络理论的新真理观和认识论的同等效力原理等,为网络化学习从盘旋在超俗的柏拉图空间落入与日常生活紧密相连的现实空间奠定了认识论基础。以"后人类"视阈来观照网络化学习,能管窥网络化学习发展的新天地:它孕育了网络化学习作为一种学习生命存在的新本质,要求对传统教师的本质和角色进行重新考察和重构,为课程创新尤其是批判性课程和个性化课程的建构提供了新的发展路向。Along with the constant infiltration of technology into human life,anthropocentrism suffered fromthe challenge of Posthuman.The Posthuman is not only a new entity concept,but also a metaphor,an idea and timefeature.Examining the basic assumption of education,Posthuman is stressing the development of humanity opposedto the forcing humanity of traditional education,supporting the democratization not the hierarchy humanity,advocating the practice of humanity while objecting to the abstract humanity.Deconstructing the bodies of human,Posthuman establishes the networked ontology which means the learning ontology is the network of all actorsincluding people,object,technology,spirit and so on.Meanwhile,Connectivism,networked classroom and theactor-network theory lay the epistemology foundation of Posthuman learning.From the perspective of Posthuman,there is the new orientation of Networked Learning.Firstly,it breeds the new essential of Networked Learning as thelife of learning.Secondly,it challenges the role of teacher.And it provides more opportunities for curriculuminnovation including critical curriculum and personalized curriculum.

关 键 词：后人类 后人类主义 网络化学习 网络化本体 教师角色 课程创新 

分 类 号：G434[文化科学—教育学]