【作 者】：
吴 磊， 吴思思， 范丽鹏
【关 键 词 】：
网络学习空间； 学习隐喻； 知识创新； 知识管理
【栏 目】：
网络教育
【中文摘要】：
网络学习空间作为教育信息化国家战略核心，近十年的普及与应用推动了其教育内涵与服务应用不断升级与优化。虽然从资源与服务等维度人们已经建立起对网络学习空间的感性认识，积累了实操经验，但是当前仍缺乏对其演变以及支持创新过程的系统与综合认识。学习隐喻强调技术变更下学习焦点、角色、目标等变化规律，这与网络学习空间普及、融合进程高度契合。为此，文章基于学习隐喻视角分析了网络学习空间的转型与升级路径。研究发现：网络学习空间发展呈现四阶段，具有建设重点由起初的资源共享到促进知识创新、技术中介物从显性的静态介质到智能的交互动态介质、“三元交互”由浅显功能支持至深度服务教学等典型特点。然后，提出了网络学习空间知识创新四阶段发展路径，以期为网络学习空间知识创新建设提供方向借鉴，并为创新人才培养与干预提供理论支持。
【英文摘要】：
As the core of the national strategy of educational informatization, the popularization and application of the learning cyber space(LCS) in the past decade have promoted the continuous upgrading and optimization of their educational connotations and service applications. Although people have established a perceptual understanding of LCS in terms of resources and services and accumulated practical experience, there is still a lack of systematic and comprehensive understanding of its evolution and the process of supporting innovation. The learning metaphor emphasizes the changing rules of learning focus, roles and goals under technological change, which is highly consistent with the process of popularization and integration of LCS. Therefore, based on the perspective of learning metaphors, this paper analyzes the transformation and upgrading paths of LCS. The research finds that the development of LCS presents four stages, with typical characteristics such as the focus of construction from initial resource sharing to promoting knowledge innovation, technical intermediaries from explicit static media to intelligent interactive dynamic media, and "ternary interaction" from simple function support to in-depth service teaching. Then, this paper puts forward a four-stage development path of knowledge innovation in LCS, in order to provide reference for the construction of knowledge innovation in LCS and provide a theoretical support for the cultivation and intervention of innovative talents.