混合式学习认知工具的结构与秩序-清华大学教育研究

文章信息/Info

Author(s):: ZHANG Wu-nong; Institute of Nursing and Health, Henan University

摘要:: 现代教学技术智能化发展的特点是技术工具参与“认知”，其结果是教学中认知工具混合，这是混合式学习认知工具安排必须考虑的问题。然而关于混合式学习的现有研究并没有明确分析混合式学习认知工具的结构问题，仅仅停留在“混合”的层面也不利于认知工具的发展和功能的发挥。混合式学习认知工具结构的研究旨在从混合工具的“混沌”结构中发现“秩序”，并为教学提供一些伦理原则。本研究从尹德的“微观知觉”和“宏观知觉”以及维果茨基的“精神工具”和“物质工具”的分类中得到启发，结合技术哲学史中对技术工具问题的论争，阐述了混合式学习认知工具的三层结构：生理身体的工具、文化身体的工具和外在的技术工具，并尝试分析了它们之间的复杂关系和秩序，据此生成了一些教学技术工具应用伦理原则。

Abstract:: The development of modern teaching technology is characterized by the engagement of technical tools in cognition, and the result is the mixing of cognitive tools in teaching. This is a problem that must be considered in the arrangement of cognitive tools for blended learning. However, the existing researches on blended learning do not explicitly analyze the structure of cognitive tools in blended learning, which only stay at the “mixed” level. The study of the structure of the cognitive tools of blended learning is to find the “order” in the “chaotic” structure of the mixed tools and seek some ethical principles for the teaching. Inspired by Don Ihde's “micro” and “macro perception” and “Vygotsky”’s Psychological tools and “material tools”, and by the debate on the technical issues in the history of philosophy of technology, expounds the structure of three layers of blended learning tools: body tools, culture tools and external technological tools. It also analyze the complex relationship and order between them, and thus generate some ethical principles for instructional application.