学习-技术-社会:网络化学习研究方法论的演进

发布时间：2019-05-16 07:20

【摘要】：方法论的问题是任何学科或领域发展的首要问题,只有正确的方法论才能指引学科、研究和实践的合理发展。诞生于知识社会中的"网络化学习",由于无法满足当前知识生产与消费的需要,由此带来方法论的危机。因此"网络化学习"研究必须回归到学习、技术与社会的关系世界中,对研究方法予以重新审视和考察,从而实现网络化学习研究方法论的创新。已有的网络化学习研究方法论大致可分为两个层面:"学习与技术"和"学习与社会"。围绕"学习与技术",随着传统科学实证主义与行为主义学习理论的衰落,网络化学习研究方法已从单向度研究范式转向双向互动研究范式,后者强调"学习"与"技术"的共同进化;围绕"学习与社会",随着"学习即知识创造"隐喻的诞生和发展,网络化学习研究方法从以"学习"为主的顺承型研究范式转向以"行动"为主的改造型研究范式,后者更重视研究对实践的效应。这些已有的研究范式是累积式的,可以同时代共在。
[Abstract]:The problem of methodology is the primary problem in the development of any subject or field. Only the correct methodology can guide the rational development of discipline, research and practice. Network learning, which was born in the knowledge society, can not meet the needs of current knowledge production and consumption, which brings the crisis of methodology. Therefore, the research of "network learning" must return to the world of learning, technology and society, and re-examine and investigate the research methods, so as to realize the innovation of the research methodology of network learning. The existing methodology of networked learning research can be divided into two levels: learning and technology and learning and society. Focusing on "learning and technology", with the decline of traditional scientific positivism and behaviorist learning theory, the research method of network learning has changed from one-dimensional research paradigm to two-way interactive research paradigm. The latter emphasizes the co-evolution of "learning" and "technology". Focusing on "learning and society", with the birth and development of the metaphor of "learning is knowledge creation", the research method of network learning has changed from "learning" to "action". The latter pays more attention to the effect of research on practice. These existing research patterns are cumulative and can be shared with the times.
【作者单位】：华南师范大学基础教育培训与研究院;
【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)
【分类号】：G434

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