活动理论视域下远程学习目标结构之建构

The Construction of Distance Learning Goal Structure:From the Perspective of Activity Theory

当前远程学习的课程设计普遍存在目标设计缺失的现象,这可能源于人们对远程学习目标"是何"及"如何"运作的认识不够,从而导致学习者面临学习失败的风险。探讨远程学习目标"是何"是研究"如何"的先决条件。远程学习目标结构研究,旨在探讨远程学习目标的类别及其关系。活动理论是一种重在把活动系统作为分析单位的分析模式,迄今为止经历了"中介说"、"层次说"、"要素说"三代发展历程,为人们重新认识远程学习的目标结构提供了新的视角。它提示人们可以从活动层中的"过程"与"结果"维度去认识远程学习的目标结构,并从行动层中提取描述远程学习过程目标的5个要素:主体、客体、工具、行为、时间,建构出远程学习"过程-结果"目标结构的分析框架。远程学习目标结构可以帮助学习者在学习之初对远程学习结果及实现结果的过程做出规划,为之后的目标实施及评价提供保障,规避学习失败的风险。

It is generally observed that the goal design is absent in the current distance course design. The reason probably lies in insufficient understanding of what the distance learning goal is and how the distance learning goal does, which would throw the learners in a risk of learning failure. Understanding what the distance learning goal is is the prerequisite of mastering how the distance learning goal does. The research of distance learning goal structure aims to explore the categories of distance learning goals and the relationships among the categories. Activity theory, an analysis model of taking activity system as analysis unit, has gone through three generations of theory development, namely the medium, the layers and the elements. It offers a new perspective for the construction of distance learning goal structure. It is indicated in activity theory that we can understand the distance learning goals from the dimension of process and result on the activity layer and extract five elements on the action layer to describe the distance learning goals, namely subjects, objects, tools, behaviors and time. An analysis framework of process - result goal structure for distance learning is constructed accordingly. Distance learning goal structure would help learners plan their outcomes of distance learning and process to achieve the goals at the beginning of study. It would ensure the implementation and evaluation of goals to be successful and conseauentlv avoid the risk of learning failure.