知识创造视野中的三元交互学习

Research on the Trialogical Learning Under the Knowledge Creation View

知识经济时代下的学习研究正在发生着重大变化,知识创造学习形态日益凸显。这一改变源于现实的需要和学习隐喻的嬗变。活动理论和符号理论的研究成果以及信息技术的推动,共同促进了知识创造学习原理与实践的创生。知识创造学习活动中的学习者(共同体)、共享的知识人造物与媒介环境三者之间的关系逐渐由平面走向立体,呈现出一种多元的交互形态。本世纪初诞生于欧洲的以"合作开发共享识知人造物"为核心的三元交互学习(Trialogical Learning),作为知识创造学习的典型形态,改变了传统的学习主体、客体以及环境的关系,实现了学习主体的多元性、学习结构的整体性、学习活动的创造性和学习时空的超越性。信息技术与学习进一步融合,技术环境在学习中的作用愈显重要,技术工具的多功能性、广泛的语义特征等有力地支撑了学习的变革。这一变革不仅影响到我国学习理论的发展,而且也对课程与教学领域的改革提供了有益启示:在共时态上,丰富了课程与教学系统层面的教学内容、教师、学生和教学环境的关系;在历时态上,深化了课程与教学过程层面的课程研制、课程实施过程、学习方式和评估方式;在价值形态上,树立了知识创造的学习观和知识创造的教师专业发展观。

At the age of knowledge-creating learning is knowledge-based economy, learning research is undergoing major changes. The highlighted, which originates from the current needs and the transition of learning metaphors. With the study of the Activity Theory and the Theory of Semiotics as well as the promotion of information technology, the knowledge-creating learning has been developed both theoretically and practically. In knowledge-creating learning, the relations of the learner （community）, the Shared Epistemic Artifacts and the media environment change gradually from plane to three-dimensional, showing a pluralistic interaction. In the early 2000s, trialogical learning, centered with cooperative developing shared epistemic artifacts, has emerged as the typical knowledge-creating learning. It has changed the relationship of the traditional learning subject, object and environment, and realized the diversity of learning subjects, the integrity of learning structure, the creativity of learning activity and the transcendence of learning space and time. With the further integration of information technology and learning, the influence of technological environment on learning has become more and more important. The multi-functionality of technical tools, the wide range of semantic features and so on powerfully support thelchange of learning. The reform not only affects the development of domestic learning theory, but also provides useful inspiration for the reform of the course and the teaching field. In the synchronic, it enriches the relationship between teaching contents, teachers, students and teaching environment in the curriculum and teaching system; in the diachronic, it deepens the curriculum development, curriculum implementation, learning methods and evaluation methods in the curriculum and teaching process; in the form of value, it sets up the learning view and the view of the teacher professional development based on knowledge creation.