【作 者】：
刘 铭， 武法提
【关 键 词 】：
场景化理念； 学习服务； 模式构建
【栏 目】：
网络教育
【中文摘要】：
为解决“互联网+”时代学习路径辨识难、个性化学习信息过滤难、学习碎片化等“富信息时代”典型学习问题，文章以构建学习服务模式作为问题解决的切入点，采用系统论方法以学习场景作为分析单位，探究了场景化理念的内涵，发现“互联网+”时代信息传播具有基于用户场景的个性化信息服务特性和信息增值效用；构建了学习场景模型，由学习者、学习时间、学习空间和学习活动四要素及其各自构成元素组成；以场景化信息传播模式为基本框架推演出场景化学习服务模式的结构模型，由学习需求分析、学习资源推荐、潜在交互场景生成、学习场景切换、交互场景生成、学习服务效果评价以及修改七个模块构成；确立了场景化学习服务学习延续性、学习资源推荐强度和场景边界划分三项原则。
【英文摘要】：
In order to solve the typical learning problems of "information-rich era", such as the difficulty in identifying learning paths, the difficulty in filtering personalized learning information and the fragmentation of learning in the "Internet +" era, this paper takes the construction of a learning service model as the starting point of problem solving, and adopts a system approach to explore the connotation of the concept of scenario-based learning, using the learning scenario as the unit of analysis. It is found that information dissemination in the "Internet +" era is based on the characteristics of personalized information service and the value-added utility of information in user scenarios. A learning scenario model is constructed, which is composed of four elements of learners, learning time, learning space and learning activities as well as their respective constituent elements. Based on the basic framework of the scenario-based information dissemination model, a structural model of the scenario-based learning service model is deduced, which consists of seven modules: learning needs analysis, learning resource recommendation, potential interactive scenario generation, learning scenario switching, interactive scenario generation, evaluation and modification of learning service effectiveness. Three principles of learning continuity, recommendation intensity of learning resource and delineation of scenario boundary are established for scenario-based learning services.