【作 者】：
杨南昌， 罗钰娜
【关 键 词 】：
技术使能的学习； 深度学习； 理想样态； 效能机制； 大学生
【栏 目】：
理论探讨
【中文摘要】：
“技术促进学习”的争论由来已久，与其从“外在作用”纠结“技术能否促进学习”，不如从“内在使能”的角度重新思考“技术到底如何促进学习”。文章基于比格斯等人的学习研究，重构技术使能的学习模型和测量工具，对大学生技术支持的学习样态与效能关系进行实证分析。通过调查后的数据对比、聚类分析和模型验证，逐层递进地探寻技术使能学习的深层奥秘和效能机制。研究结果表明：在技术使能的学习环境下，作为学习结果的核心能力直接受技术情境感知、深度学习、技术使用深度的正向影响；成绩排名直接受深度学习、技术使用广度的正向影响，受浅层学习的负向影响；融合型（广度+深度）技术使用作为技术使能的理想方式，只有与“深度学习”方式再融合而成的“技术使能的深度学习”，才是获得最佳学习结果的理想学习样态。
【英文摘要】：
There has been a long history of debate about "technology promotes learning". Instead of struggling with "whether technology can promote learning" from the perspective of "external effect", it is better to rethink "how technology can promote learning" from the perspective of "internal enablement". Based on the research of Biggs et al, this paper attempts to reconstruct the technology-enabled learning model and measurement tools, and conducts an empirical analysis of the relationship between the learning type and efficiency supported by technologies for college students. The secrets and efficacy mechanism of technology-enabled learning have been explored by means of data comparison, cluster analysis and model verification after investigation. The results show that in the technology-enabled learning environment, the key competence as the learning outcome is directly affected by the perception of technology context, deeper learning and the depth of technology use. And the achievement ranking is directly affected by deeper learning and the breadth of technology use, and negatively affected by shallow learning. The use of fusion (breadth + depth) technology is an ideal way of technology-enablement. Only the "technology-enabled deeper learning" that is re-integrated with the "deeper learning" is the ideal learning type to obtain the best learning outcome.