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1、 I Web2.0 环境下大学生创新学习能力培养研究 Web2.0 环境下大学生创新学习能力培养研究 姓名：何蕾 专业：教育技术学 方向：计算机教育应用 年级：2007 导师：罗刚 副教授 摘摘 要要 本研究以詹姆斯博特金等人在罗马俱乐部的报告学无止境为基础，通过对国内外关于创新学习的已有文献成果的梳理， 在复杂适应系统理论指导下重新界定了大学生的创新学习能力。本研究认为，创新学习与创新教育不仅仅是主语的区别，而是两个完全不同范畴的概念， 创新学习能力与创新能力也因此而表现出极大的差异， 而目前关于创新学习能力的研究大多集中在创新能力培养研究方面，因此存在极大的误区。同时，由于大学生所处的特殊
2、年龄阶段，具有特殊的心理特征，与中小学生创新学习能力要求相比，大学生的创新学习能力应该具有其特殊性。因此对大学生创新学习能力的界定是本研究的重心。 在完成了大学生创新学习能力界定的基础上， 本研究通过开放问卷获取有关创新学习能力界定的专家意见以形成封闭问卷， 进一步通过探索性因素分析方法形成大学生创新学习能力的模型， 因素分析以后形成的正式问卷包括大学生创新学习能力的 14 个二级维度，涉及大学生构建未来环境适应内部模型所需的积木获取意识、 获取策略、 内部模型构建策略及创新学习品质等四个方面。 随后利用正式问卷以现场发放与网络发放相结合的形式对近 800 名大学生施测，以了解目前大学生创新学
3、习的现状及存在问题。 接下来我们以复杂适应系统理论及协同学作为方法论指导， 根据大学生创新学习过程中存在的现实问题构建出基于 web2.0 环境的大学生创新学习能力培养策略，包括环境策略、活动策略及师生合作策略等诸方面，其中重点设计了 web2.0 环境下的学习者活动及教师支持策略；同时将该培养策略运用于教育技术学专业英语课程的教学实践以检验教学系统设计的有效性， 同时以修正理论模型及方法论模型， 为进一步开展大学生学习研究提供理论依据及实践支持， 以期为大学人才培养提供理论支撑与行动借鉴， 同时为学习科学领域大学生学习的相关研究提供案例资源。 关于创新学习与创新教育、 创新学习能力与创新能力
4、之间的关系长期以来很少有人真正去做区分，本研究的主要创新之处就在于对创新学习及创新学习能力的“一破一立”，即打破了传统关于“创新学习能力即创新能力、创新学习是创新教育的另一个主语”的认识，重新界定了创新学习及创新学习能力，并且摒弃了传统的还原思维，运用复杂适应系II 统理论及协同学的整体思维作为方法论指导， 从全新的视角构建学生新型的学习方式 （师生交流方式）。 然而“破”又是十分危险的，在对传统进行大胆批判的过程中，由于受研究者自身认知的限制，难免存在偏激与片面，因此无论有意还是无意，都有可能或多或少破坏传统理论中原本具有的系统平衡，从而对原有的理论系统产生冲击。由于研究者的水平有限，暂时无
5、法对这种冲击是否有益进行合理评估， 因此如果本研究中的理论构建出现偏差， 这种对原有理论体系的大胆的“破”也有可能成为本研究的致命弱点。另外，由于“能力”是一种个性心理特征，其变化是一个长期的、内隐的过程，很难在短期内采用外显的方式测量，因此本研究中培养策略的假设需要长期的实验加以验证。 关键词：关键词：创新学习，创新学习能力，大学生学习，Web2.0 环境 III Research on College Students Innovative Learning Capacity Improving in Web2.0 Learning Environment Name：He Lei Majo
6、r：Educational Technology Specialty：Computer-Assisted Instruction Grade：2007 Tutor：Associate Prof. Luo Gang Abstract This study is under the guidance of the report No Limits to Learning, which Dr. James Botkin co-authored for the Club of Rome. In this study, the author has used the complex adaptive s
7、ystem to redefine Innovative Learning of College Students. She suggests that innovative learning is much different from innovative education. They are not only different from each other in the subject, but also belong two completely different domains. Therefore, there is great misunderstanding betwe
8、en innovative learning ability and ability to be innovative. But they didnt show any differences in current research on innovation, in which the ability of innovation improving has been mostly concerned. Meanwhile, due to the particular age in which students with special psychological characteristic
9、s, college students demand particular innovative learning ability. It should be very different from K-12 students. Therefore, the redefinition of innovative learning abilities of college students is the core of this study. Upon the definition of innovative learning capacity of college students, this
10、 study was firstly to obtain some comprehension about college students innovative learning capacity from experts by the open questionnaire, and then formed a close questionnaire about the measure of the innovative learning capacity of college students. A further factor analysis method was used to fo
11、rm a model of innovative learning capacity. The formal questionnaire contains 14 secondary dimensions, involving four aspects: 1) students awareness of getting necessary building blocks of internal model which to adapt the future environment; 2) the strategy of the blocks getting; 3) the strategy of
12、 the internal model construction; and 4) the quality of innovative learning. Then about 800 questionnaires were distributed to collect the innovative learning actualities and problems of college students. Next, complex adaptive system theory and synergetics theory was used as a guidance of designing
13、 methodology, and some strategies of innovative learning capacity improving based on a web2.0 environment were constructed, which was according to college students practical IV problems, including environmental tactics, active tactics, and teacher-student cooperation tactics, and so on. In this pape
14、r, the design of learners activities and teachers support strategies in the web2.0 learning environment were the most important focus. These strategies were applied in the instruction of Professional English of Educational Technology to validating their effects, and to amend the theoretical model an
15、d methodological model for further learning research. At the same time, it can also provide a theoretical basis and practical support to personnel training for the University, while provide case studies of learning resources in learning science. There were few real distinguish about the relationship
16、 of innovative learning and innovative education, even about capacity of innovative learning and innovation capacity. The main innovations of this research, which has broken some traditional cognition about the innovative learning and innovative learning capacity, and which has contributed new definition of them, abandoned the traditional restoring thought. The use of holistic thinking from complex adaptive system is a perspective way of methodol
