“互联网+”时代学习环境重构:技术后现象学的视角

Reconstruction of Learning Environment at the Age of "Internet Plus" :A Perspective from Postphenomenology of Technology

在"互联网+"时代,人们对学习环境变革与创新的期待日益强烈。课堂学习环境是学习者最基本的"学习场"。传统以实体为中心的思维模式,导致课堂学习环境研究遮蔽了"人与技术"之间的关系。随着互联网技术的发展,学习环境的技术植根性及其对学习者活动经验的规限性,决定了"技术与学习者关系"是课堂学习环境研究中不可规避的核心问题。技术后现象学主张关系本体,"从人与技术的关系切入"、"凸显变更-多重稳定"、"强调技术化身体"和"关注技术为中介的实践",建构起"人-技术-世界"三者融合统一的关系图景,为"互联网+"时代课堂学习环境的重构提供了新颖的方法论基础。循着技术后现象学独特的理论框架,"互联网+"时代课堂学习环境重构趋向三条推进路径:创设身体"在场"的具身参与环境,创设灵活多变的适应性环境以及创设以知识人造物为中介的创造性环境。

At the age of ＂Internet Plus＂, more and more people look forward to the change and innovation of learning environment. Classroom is the basic learning field for learners. The existing researches on learning environment have ignored the relation between human beings and technology because of the traditional entity-centered thinking approach. With the development of the Internet, the relation between technology and learners has been the core issue of the researches on classroom, for the reason that learning environment is fundamentally equipped with technology and the learners＇ learning experience is mediated by technology.Postphenomenology of technology holds the concept of relational ontology, and develops the unified relationship of human-technology-world from four aspects, including ＂analyzing from the relationship between human beings and technology＂, ＂highlighting the notion of viaration and multistability＂, ＂recognizing bodies as technology＂ and ＂insisting on practices mediated by technology＂, which provides a new methodology for the reconstruction of classroom at the age of ＂Internet Plus＂. According to the theoretical framework of postphenomenology of technology,the classroom will be reconstructed in following three approaches： developing the embodied learning environment integrated the learner＇s body presence, developing the adaptive learning environment based on pedagogy, content and learners, and developing the innovative learning environment mediated by knowledge artifacts.