高质量学习空间设计:视角、理路与实践——以初中阶段为例

High-quality learning space design:perspective,logic and practice——Take junior high school as an example

设计高质量学习空间是教师开展高质量教学系统设计的重要工作。针对高质量学习空间学理定位及设计方法缺位问题,主要采用演绎法,构建了相应的设计理论体系。首先,通过规整高质量学习空间的内涵、价值及特征发现,遵循认识发生规律是高质量学习空间的学理源头,亦可作为设计视角。其次,以发生认识论为学理依据剖析空间运作机理,从“整体-结构”视角深入认识发生规律并诠释其设计理路。最后,基于设计理路,以初中阶段为例,详释了映射认识发生规律的高质量学习空间的设计实践:关注抽象逻辑思维发展及体现灵活布局的多功能物理场所;关注科学性、系统性与联通性的可选择性虚拟场所;促进认识主体与“构造”类认识客体交互,进而构建抽象关系的智能性工具性客体;主要映射抽象概念的多样化对象性客体。以期从“空间-教学设计”层面为教师设计高质量学习空间提供理论参照。

Designing high-quality learning spaces is an important task for teachers to carry out high-quality instructional system design.The research mainly adopts the deductive method to address the issue of the lack of theoretical positioning and design methods for high-quality learning spaces,and constructs a corresponding design theoretical system.Firstly,by organizing the connotation,value,and characteristics discovery of high-quality learning spaces,it is recognized that understanding patterns serve as the source of high-quality theories and can also be used as a design perspective.Secondly,by analyzing the operational mechanism of space from the perspective of genetic epistemology,and deeply understanding the patterns through the“whole-structure”framework,the design approach is elucidated.Finally,based on the design approach,taking the junior high school as an example,the article elaborates a detailed explanation of the practical design of high-quality learning spaces that reflect the patterns of cognition:focusing on abstract logical thinking development and flexible layout in multifunctional physical places;emphasizing the optional virtual places with scientific,systematic,and interconnected features;promote the interaction between the cognitive subject and the“constructed”cognitive object,thereby constructing an intelligent instrumental object of abstract relationships;primarily encompassing diverse objective objects that map abstract concepts.In order for the article to provide theoretical reference for teachers in designing high-quality learning spaces from the perspective of“space-instructional design”.