【作 者】：
刘晓彤， 柳士彬， 盖丽那
【关 键 词 】：
数字化； 学习空间； 场域形态； 探究学习模式
【栏 目】：
理论探讨
【中文摘要】：
随着新一代数字技术不断渗透到教育领域，如何实现物质学习空间、虚拟学习空间和泛在学习空间的跨越融合，进而为大学生高阶思维发展提供支持，成为高等教育数字化转型的重要命题。基于此，文章结合建构主义、关联主义、具身认知等学习理论，在自然交互、泛在智能和群智感知的技术赋能下，提出高校数字化学习空间的建设构想。研究发现，这一学习空间具有分布式跨区域协作、具身沉浸高保真体验、虚实共生数据驱动的本质特征；“身居”其中的学习者通过信息共享和社会资本积累对其进行控制和支配，使之呈现出三种场域形态：数字技术重构物质空间的“分布式学习场”、现实情境融合虚拟空间的“具身式意义场”和虚实共生融入泛在空间的“交互式生活场”。研究结果表明，未来学习空间的研发应聚焦于学习者画像和教育知识图谱生成动态化的学习路径推荐，聚焦于情境创设、超域协同知识建构、反思性评价三个阶段形成空间新样态下数字化探究学习模式。
【英文摘要】：
With the continuous penetration of the new generation of digital technology into the field of education, how to realize the integration of physical learning space, virtual learning space and ubiquitous learning space and then support the development of higher-order thinking of college students, has become an important proposition in the digital transformation of higher education. In view of this, this paper combines learning theories such as constructivism, connectivism and embodied cognition, and proposes the idea of constructing digital learning space for universities with the technological empowerment of natural interaction, ubiquitous intelligence and group intelligence perception. It is found that this learning space has the essential characteristics of distributed cross-regional collaboration, embodied immersive high-fidelity experience and virtual-real data-driven symbiosis. Learners living in the space control and dominate it through information sharing and social capital accumulation, so that it presents three types of field morphology: the "distributed learning field" in which digital technology reconstructs material space, the "embodied meaning field" in which real situation merges virtual space, and the "interactive living field" in which virtual reality symbiosis are integrated into the ubiquitous space. The results show that the future learning space should focus on learner portraits and educational knowledge mapping to generate dynamic learning path recommendations, and on three stages of context creation, hyper-domain collaborative knowledge construction, and reflective evaluation to form a digital inquiry learning model under the new model of space.