学习技术(CTCL)范式下的技术促进学习研究进展(1):基本认识、研究设计与初步成果

Advances in Research on Technology-enhanced Learning Under the Paradigm of Learning Technology(CTCL)(1):Basic Cognition,Research Design,and Research Results

技术促进学习作为教育技术学研究的核心问题,一直以来受到学界的广泛关注,但进展不尽人意。同时,在教育信息化实践过程中,技术没有常态化的进入课堂,所以技术支持的学科教学改善也就无从谈起。如何破解这一必须突破的困境?采取学习技术(CTCL)范式或将是一种积极的选择。该文首先通过阐释该范式下技术促进学习的特征、样态和境界,以介绍对技术促进学习的基本认识;其次,从研究理念、研究思路和研究框架三个方面解析技术促进学习的研究设计;最后,概要性回顾了学习技术(CTCL)范式下研究者分别从认知、情绪和批判性思维三个视角出发开展的技术促进学习的实践及其研究成果。

Technology-enhanced Learning(TEL),as a core issue in educational technology research,has been widely concerned by the academic circle,but the progress is not satisfactory.At the same time,in the practical process of education informatization,technology does not enter the day-to-day classroom.Therefore,the improvement of the subject teaching supported by technology is out of the question.How to break this dilemma that must break through the?The paradigm of learning technology(CTCL)would be a positive solution.Firstly,we explained the characteristics,types,and states of TEL to introduce the basic cognition of TEL.Secondly,we analyzed research design from perspectives of research concept,research approach,and conceptual framework.Finally,we briefly reviewed the practice and research results of TEL from cognitive,emotional and critical thinking perspectives under the paradigm of learning technology(CTCL).