基于活动分类的媒体观

An Activity-Based Classification for Different Learning Media

在过去几十年中,媒体在教育中的应用研究主要集中在以“教”为中心的系统上,对媒体功能分类主要采用感官的、传播学的分类标准。近年来,由于多媒体网络的发展、建构主义教学思想的普及,不少研究开始倾向于把媒体视作认知工具、协作工具等。因此,在教育媒体的分类上引入新的机制,适应以“学”为中心的教学模式,具有潜在的价值。本文中将引入基于“活动”的分类标准。这一分类有助于在信息化环境中构造丰富的活动以促进学生能力的发展。

Over the past several decades, a classification of the functions of various media that is based on the senses has come to be widely used in communication studies. In recent years, however, a number of studies have come to view media as a tool for cognitive understanding and human collaboration. Therefore, there is a need to introduce a new classification system that takes into account the fact that learning has been perceived as the core of the educational process. This paper discusses an activity-based classification system for various media. In this system, students are expected to grow through activities and technologies are seen as platforms for these activities. During the problem-solving process, whenever students make an enquiry, attempt to express themselves, and engage in communication and knowledge construction activities, they are taking part in learning-centered educational activities which are usually situated in an IT environment. The various media ensure that these activities, which more often than not occur concurrently, are carried out smoothly. In learning-centered educational activities, media are not used to deliver existing content knowledge and learning materials but to support students' learning activities. This perspective implies that more new technologies should be included, and that software and hardware are inseparable from objectives, goals and methods. The choice of media is based on the activity that students choose, and thus these media can be viewed as learning tools rather than teaching tools.