【作 者】：
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
【栏 目】：
理论探讨
【中文摘要】：
对于学习目标及其价值理解的一致性，是实现高质量教育目标的基础。学习个体的个人特质与认知习惯等方面存在的差异，容易导致理解的不一致性，并通过学习的结果商数体现出来。从学习的视角理解数字化转型，就是要构建有利于促进个体发挥主体性的学习生态，建立具有相同学习价值追求的共同体，以高品质发展作为共同理想，建立相互信任与尊重，推动个体形成主体责任。学习空间设计需要尊重学习个体的身体、生理与心理等特质，具备调整功能，让学习个体能够具身参与学习、具生参与学习、具心参与学习，推动学习从形式向范式转型。范式的形成是因为实践中出现了新的问题，并且范式具有一定的共性特征。实践的条件发生了变化，范式就可能会转型。学习范式的转型依赖于研究与实践领域形成关于学习的共同认识，并有助于促进认识的发生，但外部支持条件的变化才可以让转型的理念转化为实践。重构的新型学习范式，应当能够唤醒学习个体的主体意识，主动发挥学习的主体决策责任。
【英文摘要】：
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.
【下 载】：
学习空间支持下的学习范式转型：建立主体责任