学习环境设计在科学认识论指导下强调知识共享和传递，逐步暴露出滞后于学习理论发展、群体协同缺失、知识创新不足等局限。因应新认识论的兴起和技术的进步，学习环境设计认识论基础正在由知识共享走向知识创造。这一嬗变为知识创造学习环境设计研究提供了际遇。来自欧洲的三元交互式学习环境设计研究项目有效地弥合了学习环境设计的不足，提出了以知识创造为核心的学习环境设计理论，并进行了系列实证研究，实现了学习环境设计基础的知识创造认识论转向。本研究通过文献分析法和逻辑演绎法，梳理了学习环境设计认识论基础的嬗变过程，分析了知识创造学习环境的典型案例，以多学科视角洞见学习环境设计认识论基础的变化表现及原理，并探究其原因，厘清了当前学习环境设计认识论基础的变化趋势，为我国知识创造学习环境的研究和开发提供了有力支撑。%On the scientific epistemology, the learning environment design emphasizes sharing and transferring knowl-edge, which exposes many limitations:lagging behind learning theory, missing group synergy, lack of knowledge in-novation, etc. With the rise of the new epistemology and the progress of technology, the epistemological basis of the learning environment design is from knowledge sharing to knowledge creation, which provides the opportunity for the research on the learning environment design as the core of knowledge creation. The research project on the trialogical learning environment design, which is from Europe, effectively makes up for the learning environment design, puts for-ward the theory of learning environment design as the core of knowledge creation and carries out a series of empirical research, and realizes the shift of the learning environment design's epistemological basis from knowledge sharing to knowledge creation. Through the literature analysis and logical deduction, this study aims to comb the evolution process of the theory of learning environment design, analyze the typical cases of learning environment of knowledge creation, and determine the principle, performance and reason of the change to the epistemological basis on the learn-ing environment design with a multidisciplinary perspective. This proves that the epistemological basis on learning envi-ronment design is changing from knowledge sharing to knowledge creation. The change provides the theoretical and practical reference for the domestic research and development of the learning environment design theory as the core of knowledge creation.
展开▼
