【作 者】：
唐 鸣
【关 键 词 】：
学习活动； 学习自由； 工具理性； 技术能力
【栏 目】：
理论探讨
【中文摘要】：
学习者是学习活动的主体，将与教学者、学习资源等各类要素之间发生丰富的关联，技术与课堂融合的根本意义在于能够为学习者建构或重塑这些关联，并于此过程中使得学习者对原始学习意义的价值追求得以实现。基于此研究目的，分别以前提、核心内涵和重要保证为方向讨论了“融合”所需具备的重要特征，指出学习活动中的自由性原本就是个体解放的根本，其中的认知行为与课堂组织性之间互为依据存在，体现学习自由性的要领便在于使得技术的能力与组织性之间建立新的关联，以缓解或缓和当前课堂上的既有矛盾，继而，技术能力与行为自由的同一性、技术的系统性便是横亘其间的重要内容。分析和探讨的最终结果表明：融合是一个伴随着技术以其“一般化”实践价值理性的过程而实现回归原始学习意义、实现学习者价值诉求的过程。
【英文摘要】：
Learners are the main body of learning activities, closely connected with other elements such as teachers, learning resources. The fundamental significance of integration of technology and classroom lies in constructing or reshaping those connections, and at the meantime, promoting learners to realize their value pursuit of original learning meaning. This paper, based on prerequisites, core connotation and important guarantee, discusses basic characteristics of the integration, and then puts forward that learning freedom is the essence of individual liberation in learning activities. Cognitive behaviors and classroom organization depend on each other, and to realize learning freedom is to build new connections between technical ability and organization so as to relieve existing contradictions in class. Therefore, the identity of technical ability and behavioral freedom, and systematic technology become focuses. The results indicate that integration is a process for learners to practice value rationality for returning original learning meaning and realize their value pursuits with the help of technology.