从对话理论角度看因特网时代技术在思维教学中的作用

How can Dialogic Theory Help us Understand the Role of Technology in Teaching Thinking for the Internet Age?

本文认为对话理论对因特网时代运用技术开展思维教学有指导意义。文章在开头部分指出,技术不是独立于思维之外,技术的使用与思维有着内在关系,既影响我们的思维方式也影响我们如何看待思维的重要性。文章讨论了弗林效应(Flynn effect),说明从历史角度讲思维的变化是技术使用变化的结果。正因如此,我们应该教授何种思维以适应因特网时代的要求——这是一个值得探索的问题。文章提出了运用技术开展思维教学的四种教学方法:技术扮演辅导教师的角色,技术作为一种认知工具,技术用于营造环境和技术支持对话。文章认为最后这种教学方法——"对话法"——能够把其他方法有机结合在一起并引用近年一些教育技术开发项目的实践例子支持这种主张。

This paper argues for the value of a dialogic approach to teaching thinking with technology in the Internet Age. It begins with the argument that technology is not external to thinking but that technology use is intrinsic to thinking, shaping both how we think and how we value thinking. A discussion of the Flynn effect is used to make the point that thinking changes in history as a result of changes in technology use. This raises the question of the kind of thinking we need to teach for the Internet Age. Four pedagogical approaches to teaching thinking with technology are outlined: technology as tutor, technology as cognitive tool, technology as modelling environment and technology as support for dialogue. It is argued that the last ‘dialogic' approach is a way of integrating all the other approaches and this claim is illustrated with examples of practice taken from recent educational technology development projects.