高质量学习空间设计:视角、理路与实践——以初中阶段为例  

High-quality learning space design:perspective,logic and practice——Take junior high school as an example

作　　者：景玉慧 王成梁 沈书生[3] 李浩君[1] JING Yuhui;WANG Chengliang;SHEN Shusheng;LI Haojun(Zhejiang University of Technology,Hangzhou Zhejiang 310023;East China Normal University,Shanghai 200062;Nanjing Normal University,Nanjing Jiangsu 210097)

机构地区：[1]浙江工业大学,浙江杭州310023 [2]华东师范大学,上海200062 [3]南京师范大学,江苏南京210097

出　　处：《现代远距离教育》2023年第4期53-60,共8页Modern Distance Education

基　　金：浙江省社科规划“党的二十大和省委十五届二次全会精神研究阐释”专项一般课题“教育高质量发展战略下学习空间赋能课堂教学的机制及路径研究”;2022年度国家社会科学基金教育学国家青年课题“‘双减’背景下学习空间价值创生赋能课堂教学的策略研究”(编号:CCA220319)。

摘　　要：设计高质量学习空间是教师开展高质量教学系统设计的重要工作。针对高质量学习空间学理定位及设计方法缺位问题,主要采用演绎法,构建了相应的设计理论体系。首先,通过规整高质量学习空间的内涵、价值及特征发现,遵循认识发生规律是高质量学习空间的学理源头,亦可作为设计视角。其次,以发生认识论为学理依据剖析空间运作机理,从“整体-结构”视角深入认识发生规律并诠释其设计理路。最后,基于设计理路,以初中阶段为例,详释了映射认识发生规律的高质量学习空间的设计实践:关注抽象逻辑思维发展及体现灵活布局的多功能物理场所;关注科学性、系统性与联通性的可选择性虚拟场所;促进认识主体与“构造”类认识客体交互,进而构建抽象关系的智能性工具性客体;主要映射抽象概念的多样化对象性客体。以期从“空间-教学设计”层面为教师设计高质量学习空间提供理论参照。Designing high-quality learning spaces is an important task for teachers to carry out high-quality instructional system design.The research mainly adopts the deductive method to address the issue of the lack of theoretical positioning and design methods for high-quality learning spaces,and constructs a corresponding design theoretical system.Firstly,by organizing the connotation,value,and characteristics discovery of high-quality learning spaces,it is recognized that understanding patterns serve as the source of high-quality theories and can also be used as a design perspective.Secondly,by analyzing the operational mechanism of space from the perspective of genetic epistemology,and deeply understanding the patterns through the“whole-structure”framework,the design approach is elucidated.Finally,based on the design approach,taking the junior high school as an example,the article elaborates a detailed explanation of the practical design of high-quality learning spaces that reflect the patterns of cognition:focusing on abstract logical thinking development and flexible layout in multifunctional physical places;emphasizing the optional virtual places with scientific,systematic,and interconnected features;promote the interaction between the cognitive subject and the“constructed”cognitive object,thereby constructing an intelligent instrumental object of abstract relationships;primarily encompassing diverse objective objects that map abstract concepts.In order for the article to provide theoretical reference for teachers in designing high-quality learning spaces from the perspective of“space-instructional design”.

关 键 词：发生认识论 空间-教学设计 高质量学习空间 初中 设计实践 

分 类 号：G43[文化科学—教育学]