【作 者】：
吴南中
【关 键 词 】：
混合学习空间； 内涵； 效用表征； 形成机制
【栏 目】：
理论探讨
【中文摘要】：
混合学习在在线学习的资源支撑和学习方式培育下进入教育本体，成为主要学习方式之一，也形成了混合学习空间概念。文章基于归纳法和演绎法，认为混合学习空间不仅强化了原有学习空间中对学习者“主动性、社会性和个性化”的隐喻，更蕴含了“数据支持、非线性、智慧性、碎片性”等新特性。同时， 认为“有序”“开放”“个性化”“高效率”学习场景是其形成的效用表征。结合实践情况，提出了混合学习空间的形成需要以理论深化为支撑，技术应用为依托，发挥管理体制与舆论体系的协同作用，整合物质资源和传统文化要素，使用大数据的反馈与改进功能等多种因素协作完成。
【英文摘要】：
Under the support of online learning resources and learning styles, blended learning has become one of leading learning methods, and the blending learning space has come into being. By means of inductive and deductive analysis, it is found that blended learning space not only strengthens the "initiative, sociability and individualization" of learners in original learning space ,but also embodies some new features such as "data support, non-linearity, intelligence, fragmentation" etc. Meantime, it is generalized that an orderly, open, individualized, highly efficient learning field is the utility representation of the formation of blended learning space. The formation of blended learning space should be based on deepening theories, technology application, the cooperation of management system and public opinion system, the integration of material resources and traditional cultures, and the feedbacks and updated functionality of big data.