沈 书 生
【关 键 词 】：
学习数字化转型； 学习空间； 学习范式； 主体责任； 学习决策； 结果商数； 身生心特质
Consistency in the understanding of learning goals and their values is the basis for achieving high-quality education. Differences in the personal traits and cognitive habits of individual learners can easily lead to inconsistencies in understanding, which are reflected by the learning outcome quotient. To understand digital transformation from the perspective of learning, it is necessary to build a learning ecology conducive to promoting individual subjectivity, establish a community with the same learning value pursuit, adopt high-quality development as the common ideal, establish mutual trust and respect, and promote individuals to form the main responsibility. The design of learning space needs to respect the physical, physiological and psychological traids of individual learners, and has the adjustment function, so that individual learners can participate in learning with their body, life and mind, and promote the transformation of learning from form to paradigm. The formation of paradigm is due to the emergence of new problems in practice, and the paradigm has certain common characteristics. The paradigm may transform when the conditions of practice change. The transformation of learning paradigm relies on the development of common understandings about learning in the fields of research and practice, and helps to promote the occurrence of knowledge, but the change of external supporting conditions can make the transformational ideas into practice. The reconfigured new learning paradigm should be able to awaken the subjective awareness of individual learners and take the initiative to play a role in the decision-making responsibility of learning.