虚拟学习共同体中知识建构的策略研究

发布时间：2018-04-23 05:24

本文选题：学习共同体 + 虚拟学习共同体　；参考：《扬州大学》2007年硕士论文

【摘要】： 随着网络教育应用的深入开展,虚拟学习共同体成为有着共同愿望、共同兴趣的人们聚集在一起进行沟通、交流,分享学习资源,共同完成学习任务,促进知识有意义建构的社会型学习组织。这种学习组织不仅通过网络把人们联结起来,更为重要的是人们通过网络建立起了多向的社会互动关系,他们分享信息、交流思想、倾吐情感、互提建议、交换看法;互相帮助解决问题,讨论彼此的境遇、追求和需要,思考共同的事项,探索各种想法,互相回应和反馈,汲取着多元文化的营养,寻求着各自的满足感和归宿感。其知识的建构过程具有广联性、聚合性、衍生性和技术的支撑性,它是一个建立在网络环境广联性基础上的知识生产、知识建构、知识创造的过程;是一个在技术支持和促进下的个体智慧衍生和集体智慧共享的过程。所以,虚拟学习共同体与其他学习共同体知识建构特征不同,这就决定了研究探讨虚拟学习共同体的培育、维护和发展的必要性和合理性。基于这些思考,本研究从虚拟学习共同体内涵、理论基础和知识建构的过程、途径和活动等方面进行探讨,阐述了虚拟学习共同体中知识建构的过程包括个体建构和协作建构。知识建构途径包括观察模仿、通过语言符号学习、交互对话、实践活动。知识建构的支持性活动包括表达阐述个人观点、贡献个人思想、讨论、支持与争论、观点协商、达成共识、总结共享知识、反思。以此为基础提出了虚拟学习共同体的设计主要包括环境设计、组织设计、学习资源设计、互动过程设计、虚拟认知工具设计这几方面的内容,基于社会学、管理学、生态学等视角,从营造特定的文化氛围、进行社会性交流活动、培育社团领导意识这几个方面提出了促进、发展和培育虚拟学习共同体中知识建构的有效策略。本研究最后选择了互动学习网中高中数学互动论坛部分主题内容为研究案例,采用了发贴数量统计方法及发贴单元内容分析方法,对虚拟学习共同体中提问、阐释/澄清、冲突、辩护和达成共识、综合、评估和反思等知识建构行为进行了研究。
[Abstract]:With the further development of network education application, virtual learning community has become a common desire, common interests of people gathered together to communicate, exchange, share learning resources, together to complete the learning task. Social learning organization that promotes the meaningful construction of knowledge. This kind of learning organization not only connects people through the network, but also sets up a multi-directional social interaction through the network. They share information, exchange ideas, express their feelings, offer suggestions and exchange views. Help each other to solve problems, discuss each other's circumstances, pursue and need each other, think about common matters, explore ideas, respond and feedback each other, absorb the nutrition of multiculturalism, and seek their own satisfaction and sense of belonging. The process of knowledge construction has the characteristics of universality, aggregation, derivation and support of technology. It is a process of knowledge production, knowledge construction and knowledge creation based on the extensive network environment. It is a process of individual intelligence derivation and collective wisdom sharing under the support and promotion of technology. Therefore, the characteristics of knowledge construction in virtual learning community are different from those in other learning communities, which determines the necessity and rationality of the research on the cultivation, maintenance and development of virtual learning community. Based on these considerations, this study discusses the connotation, theoretical basis and knowledge construction process, approaches and activities of virtual learning community, and expounds the process of knowledge construction in virtual learning community, including individual construction and cooperative construction. Knowledge construction approaches include observation imitation, language symbol learning, interactive dialogue and practical activities. The supporting activities of knowledge construction include expressing personal views, contributing personal thoughts, discussing, supporting and arguing, negotiating views, reaching consensus, summing up and sharing knowledge, and reflecting. Based on this, the design of virtual learning community includes environment design, organization design, learning resource design, interactive process design, virtual cognitive tool design, which are based on sociology and management. From the perspective of ecology, this paper puts forward some effective strategies to promote, develop and cultivate the knowledge construction in the virtual learning community from the aspects of creating a specific cultural atmosphere, carrying out social communication activities, and cultivating the leadership consciousness of the community. At the end of this study, we selected some topics of interactive learning network as the research case, adopted the statistical method of posting quantity and the content analysis method of posting unit, and asked questions, explained / clarified the virtual learning community. Conflict, defense and consensus building, synthesis, evaluation and reflection were studied.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G434

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