学习空间何以实现高质量:设计逻辑与应然样态

What Makes Learning Spaces High Quality: Design Logic and Ought to Be

设计高质量教与学赖以发生的高质量学习空间是促进课堂教学提质增效的前提。文章首先通过梳理高质量学习空间的特征得到映射学习者认识规律是高质量的内核;其次,以发生认识论为学理,在解析其能从学段和认知层次观照高质量学习空间设计的基础上,从学习活动切入,演绎(关系推理为主)了“认识发生→学习活动→(学习环境)学习空间”的高质量学习空间设计逻辑;最后,立足设计逻辑,从“空间—教学设计”视角阐释了映射学生认识规律的义务教育高质量学习空间样态,包括:1~3年级的主要供给“实物”类客体的“具体形象”型学习空间,促进直观感知。4~6年级的主要供给“构件”类客体的“形象—抽象”型学习空间,促进客体关联。7~9年级的主要供给“构造”类客体的“抽象逻辑”型学习空间,促进关系抽象。以期为教师设计高质量学习空间开展促进课堂教学提质增效的教与学活动提供理论指引。

The design of high-quality learning spaces for high-quality teaching and learning is a prerequisite for improving the quality and effectiveness of classroom teaching and learning. Firstly, by combing the characteristics of high-quality learning spaces, this paper obtains that mapping learners’ cognitive law is the core of high-quality learning space. Secondly, based on the theory of genetic epistemology and the analysis of the design of high-quality learning spaces from school segments and cognitive levels, this paper, starting from learning activities, deduces the design logic of high-quality learning spaces of "cognitive occurrence → learning activities →(learning environment) learning spaces ".Finally, based on the design logic and from the perspective of "space-instructional design", this paper explains the pattern of high-quality learning spaces of compulsory education that reflects the cognitive law of students, including: in grades 1-3, the "concrete image" type of learning space is mainly provided with "physical" objects to promote intuitive perception. For grade 4-6, the learning space is mainly "image-abstract", in which "components" are provided to promote object association. For grade 7~9, an "abstract logic" learning space for "construction" objects is mainly provided to promote relational abstraction. The aim is to provide theoretical guidance for teachers to design high-quality learning spaces and carry out teaching and learning activities to improve the quality and effectiveness of classroom teaching and learning.