学校境域下的碎片化学习实践研究

A Research on Fragmentization of Learning Practice in Schooling

学校境域下的碎片化学习是班级集体学习的有益补充,它具有个性化、任务性、实践性和创新性的特征,是引导学生进行深度学习的重要方式。经过在高等学校开展碎片化学习实践研究发现,学生的碎片化学习受到学习条件、学习资源以及学习态度等要素的影响;学生的学习态度和目标定向程度影响学习时间分配和学习参与深度,学习资源内容的丰富性和形式的灵活性是促进深度学习的基本条件,课堂互动和教学引导有利于学生对碎片化资源的深度加工。因此,在学校境域下促进碎片化学习向深度学习发展,需要从优化碎片化学习资源,强化教学设计的目标引导性以及重塑教师角色等三个方面创造条件。

Fragmentization of learning in schooling, with personalization, missioorientation, practicalness and innovation as its features, is a beneficial supplementation to collective learning and serves as an important method of leading students to intensive learning. Based on one-year research on fragmentization of learning in universities, the study reveals that fragmentization of learning process can be affected by learning conditions, students attitudes, learning resources, and etc. Students5 learning attitudes and the degree of goal orientation affect the depth and time allocation of learning. The richness of learning resources and flexibility of learning forms are the basic conditions for promoting intensive learning, and classroom interaction as well as teaching induction is beneficial to deepen the processing of fragmentization material. Thus it is essential to improve conditions from the three aspects of optimizing learning material, strengthening the directionality of goals of teaching design and remoulding the role of teachers to achieve the transformation from fragmentization of learning into intensive learning.