以学习为中心:学习设计的结构与层次——以小学阶段为例

Learning-centeredness:Structure and Levels of Learning Design—Taking Primary School as An Example

学习设计作为学习范式落地的抓手,成为范式转型之际教育领域关注的重点研究话题。文章首先分析了学习设计的本质是关注认识发生和学习要素,并以此为基础梳理已有文献发现,当前学习设计对学习关注不足;其次,以“五维学习设计”为理论基础,阐释了学习设计的结构关系;最后,以“发生认识论”为学理基础,以小学阶段为例阐释了1~3年级和4~6年级两学段学习设计的层次:“物”经历“具体形象型”学习空间到“形象—抽象型”学习空间的变化,“人”经历主动学习到自主学习的变化,“事”经历序列化学习场景到关联化学习场景的变化,“境”经历原生之境到派生之境的变化,“脉”经历具体知识到知识专题的变化。

Learning design,as a grip on the implementation of learning paradigm,has become a key research topic in the field of education at the time of paradigm shift.Firstly,this paper analyzes that the essence of learning design is to pay attention to the occurrence of cognition and learning elements.On this basis,after combing existing literatures,this paper finds that the current learning design does not pay enough attention to learning.Secondly,based on the theory of"Five-dimensional Learning Design",this paper explains the structural relationship of learning design.Finally,taking"Genetic Epistemology"as the theoretical basis and taking primary school as an example,this paper explains the levels of learning design in grade 1 to 3 and grade 4 to 6:the"object"experiences the change from a"concrete image"learning space to an"image-abstract"learning space."People"experience the change from active learning to autonomous learning."Events"undergo the change from serialized learning scenarios to associative learning scenarios."Contexts"change from the original to the derived one.The"threads"change from specific knowledge to thematic knowledge.