依托移动混合现实教育可供性的继续教育学习空间重构  

Reconstruction of Learning Space for Continuing Education Based on Educational Affordance of Mobile Mixed Reality

作　　者：翁克山[1] 李青[1] WENG Ke-shan;LI Qing(Hainan Medical University,Haikou 571199,China)

机构地区：[1]海南医学院,海口571199

出　　处：《成人教育》2024年第4期60-67,共8页Adult Education

基　　金：2023年度海南省高等学校教育教学改革研究重点项目“移动语言学习的情境化多模态属性研究”,项目编号为Hnjg2023ZD-28。

摘　　要：受继续教育重心变迁和公共卫生危机蔓延的深刻影响,继续教育发展面临学习时空受限、实体操作匮乏、培训实境缺失等因素的制约,寻求课堂、网络和现场之外的第四维学习空间成为继续教育模式改革的重要方向。作为移动终端和混合现实技术(MR)的融合体,移动混合现实技术(MMR)具有高度的原真性、沉浸性、交互性和泛在性等重要属性,因而具有构建多种新型学习空间,甚至替代实境的潜能。充分解析继续教育发展动态和MR优势与不足,挖掘MMR教育可供性与继续教育学习空间重构的聚合点,以情境化学习理论和联结主义理论为理据,尝试为继续教育学员构建一种贴近实境的第四维继续教育学习空间,促使继续教育从传统模式向深度混合模式转变。Affected by the profound influence of the shift in the focus of continuing education and the spread of public health crisis,the development of continuing education is restricted by factors such as the limitation of learning time and space,the lack of physical operation and the lack of training reality.Seeking the fourth-dimensional learning space outside the classroom,network and the field has become an important direction for the reform of continuing education model.As a fusion of mobile terminals and mixed reality technology(MR),mobile mixed reality technology(MMR)is characterized by high authenticity,immersion,interactivity and ubiquity,so it has the potential to build a variety of new learning spaces,or even replace reality.This paper fully analyzes the development trend of continuing education and the advantages and disadvantages of MR,excavates the convergence point of MMR educational affordance and the reconstruction of learning space for continuing education,and tries to construct a fourth-dimensional learning space for continuing education that is close to the reality for continuing education students based on situational learning theory and connectionism theory,so as to promote the transformation of continuing education from traditional model to in-depth mixed model.

关 键 词：移动混合现实 教育可供性 继续教育 学习空间重构 

分 类 号：G727[文化科学—成人教育学] G434[文化科学—教育学]