【作 者】：
沈 书 生
【关 键 词 】：
学习环境； 学习空间； 空间属性； 学习空间结构； 学习中介物
【栏 目】：
理论探讨
【中文摘要】：
学习空间与学习环境两个概念在应用中存在一定的重叠与互释现象，与人们对认识发生机制的认知有关。学习空间与学习环境都是支持学习发生的条件，但两者的研究内容与范畴存在明显的差别。学习空间侧重功能层面，是学习的间接条件，是学习的中介物；学习环境聚焦应用层面，是学习的直接条件，是学习的刺激物。学习空间表现出了居所和转运的双重属性，体现的是客体与客体的位置及相互关系。通过对文献与应用层面的分析可以发现，在设计学习空间的时候，需要从学习发生的场所、学习通路、学习过程与结果的展示区等着手，综合考虑多种不同结构要素。构建了合适的学习空间，就可以设计合适的学习环境和学习行为。随着技术的不断发展，学习空间将会表现出技术组合性、自组织性和拟人智能性等特征，体现出从单一到多样、从固定到变化、从静态到动态的变革趋势。
【英文摘要】：
There is a certain overlap and mutual explanation between the two concepts of learning space and learning environment in their application, which is related to people's cognition of cognitive mechanism. Both learning space and learning environment are the conditions to support learning, but there are obvious differences in research content and category between them. Learning space, which focuses on the functional level, is the indirect condition of learning and the intermediary of learning; while learning environment, which focuses on the application level, is the direct condition of learning and the stimulus of learning. Learning space shows the dual attributes of residence and transit, which embodies the position and relationship between objects and objects. Through the analysis of literature and application, it can be found that in the design of learning space, a variety of different structural elements need to be comprehensively considered from the perspective of learning place, learning path, learning process and the exhibition area of learning results. If appropriate learning space is constructed, appropriate learning environment and learning behavior can be designed. With the continuous development of technology, learning space will show the characteristics of technology combination, self-organization and anthropomorphic intelligence, reflecting the change trend from the single to the diverse, from the fixed to the change, from the static to the dynamic.
【下 载】：
学习空间：学习发生的中介物