大学生的知识创新学习机制:个案研究

Mechanism of Innovative Learning in Universities:A Case Study

一个25人组成的大二班级,历时4个月,在《教育学原理》课上使用知识管理工具——博客圈子进行知识创新学习。以此个案,运用加拿大的知识建构理论,可以发现知识创新学习的三机制:源于真实问题的观点提出机制,从个人知识到小组知识再到社区知识的创建机制,基于问题(项目)学习的支持机制,其核心是把学生的观点外化出来并能够持续改进,完成一个教育问题研究的历程。数据分析集中在:学生个体的知识创建量及其过程,小组知识形成与班级社区知识的提升。研究结果表明:抽象的教育理论课能够进行知识创新学习,大学生欢迎这样的创新学习,但知识创新学习的实施在现行教学体制中仍然存在诸多障碍。

A case study was conducted in the course of Educational Principles for 4months.The subject of the study is a sophomore class of 25 students,who adopted innovative learning with the help of blog.Based on the Canadian knowledge construction theory,the study finds the 3mechanisms of innovative learning:proposing ideas out of actual problems;constructing knowledge in the order of individual knowledge to group knowledge and to community knowledge;sustaining learning with problems(or programs).The core is to draw out students'own ideas,keep improving them,and accomplish the exploration into an educational problem.The result of the study shows that innovative learning can occur in an abstract course like educational theory and this mode of learning is welcome to undergraduates.