vzdělávací prostředí

Definice

Domácí definice

ZhuXiaoge(1996)pointedoutinhispaperthatthelearningenvironmentreferstoaface-to-faceencounterbetweenstudentsandThelearningprocessoftheexchangeoflearningresources.

YangKaicheng(2000)believesthatthelearningenvironmentisacombinationofvariouslearningresources(notjustinformationresources)thatsupportlearnersinconstructivelearning.Amongthem,learningresourcesincludenotonlyphysicalresourcessuchasinformationresources,cognitivetools,andhumanteachers,butalsosoftresourcessuchastasksituations.

WuFati(2000)believesthatthelearningenvironmentisadynamicconcept,whichiscloselyrelatedtothedynamiclearningprocess,andisthecontinuoussituationandconditionsintheprocessoflearningactivities.Dr.WuFatibelievesthattheelementsofthelearningenvironmentarenotonlythematerialconditions(learningresources)thatsupportthelearningprocess,butalsonon-materialconditionssuchasteachingmodes,teachingstrategies,learningatmosphere,andinterpersonalrelationships.

Twoscholars,HeKekangandLiWenguang(2002),believethatthelearningenvironmentisacombinationoflearningresourcesandinterpersonalrelationships.Learningresourcesincludelearningmaterials(ieinformation),cognitivetools(toolsforacquiring,processing,andstoringinformation)tohelplearnerslearn,learningspaces(suchasclassroomsorvirtualonlineschools),andsoon.Interpersonalrelationshipincludesinterpersonalcommunicationbetweenstudentsandinterpersonalcommunicationbetweenteachersandstudents.

Existují skutečné definice v zahraničí

Wilson(1995)believesthatthelearningenvironmentisaplacewherelearnerscooperateandsupporteachother,anduseavarietyoftoolsandinformationresourcestointeractwitheachother.Supportandparticipateinproblem-solvingactivitiestoachievelearninggoals.

TheDutchscholarKirschner(1997)believesthatthelearningenvironmentisaplacewherelearnerscanfindsufficientinformationandeducationalaids.Withtheaidofthelearningenvironment,learnerscanhavetheopportunitytoadapttotheirownsituationandTherelationshipofothersbuildsthebasisfororientationanddeterminesthegoalsandactivitiestheywillbeinvolvedin.

Jonassen(1999)believesthatthelearningenvironmentisaspacewherelearnerslearntogetherorsupporteachother.Learnerscontrollearningactivitiesanduseinformationresourcesandknowledgeconstructiontoolstosolveproblems.Jonathanbelievesthatthelearningenvironmentissupportedbytechnology.Inthelearningprocess,technologyisatoolforlearnerstoexplore,constructandreflectonlearning.Heputsforwardtheimportanceofcognitivetoolsandlearningstrategiesandalsoconsidersthesupportfactorsofsocialbackground..

learning environment

Pochopení vzdělávacího prostředí

Combiningtheabovedefinitionoflearningenvironmentbydomesticandforeignscholars,wefindthatlearningenvironmentisrelatedtolearningplace,space,support,technicaltools,informationresources,community,Constructivelearning,situationandconditions,andsocialenvironmenthaveacloserelationship,wecanunderstandfromthefollowingaspects:1.Themostbasicconceptoflearningenvironmentislearner-centered;

2.Učební prostředí je podpůrnou podmínkou;

3.Thelearningenvironmentiscreatedtopromotelearnerstobettercarryoutlearningactivities;

4Thelearningenvironmentisakindoflearningspace,includingmaterialspace,activityspace,andmentalspace;

5.Thelearningenvironmentandthelearningprocessareinseparable,anditisadynamicconcept,notastaticone.Itincludestwoaspects:materialandnon-material.Amongthem,therearenotonlyrichlearningresources,butalsofactorsofhumaninteraction;

6.Thelearnerisintheactivepositioninthelearningenvironment,andthelearnercontrolsthelearning.;

7.Thelearningenvironmentneedsthesupportofvariousinformationresources,cognitivetools,teachers,studentsandotherfactors;

8.Thelearningenvironmentcansupportautonomy,inquiry,collaborationorproblemsSolveothertypesoflearning.

Learningenvironment:Itistheexternalenvironmentthataffectsthelearningoflearners,anditistheexternalconditionsthatpromotelearnerstoconstructmeaningandpromoteability.

Typ

Prostředí fyzikálního učení

Thephysicalandhardwarelearningenvironmentherecontainsnaturalfactorsandthoughtfactors.Naturalfactorsincludethenaturalenvironment,noise,air,lightandotherenvironmentswherenetworkautonomouslearnerslearn.Theseenvironmentsinfluencelearners'emotionsandlearningmotivations.Man-madethingsincludethenetworkenvironment,theuseofcomputerhardware,andtheoperatingconditionsoftheentirenetwork.

Prostředí pro učení zdrojů

Learningresourcesrefertoinformationrelatedtolearningcontent,suchastextbooks,teachingplans,referencematerials,books,networkresources,etc.TheseinformationresourcescanbeindifferentmediaAndformatstorageandpresentation,includingprinting,graphicsandimages,audioandvideo,softwareandotherforms,canalsobeacombinationoftheseforms.Intheinformationenvironment,thelearningresourcesofinformationtechnologycourseshavemoreuniqueadvantagesintermsofstorage,transmission,extraction,processingandpresentation.Thisalsoputsforwardnewrequirementsfortheteachingdesignofinformationtechnologycourses.HowtousethemeffectivelyTheselearningresourceshaveincreasinglybecomeanimportantcontentofinstructionaldesign.

Forclassroomteaching,itisnotfeasibletorelysolelyonstudentstofindlearningresources.TheinformationresourcesontheInternetareasvastastheocean,students’learningtimeandenergy,andtheirabilitytoretrieveinformationarelimited,andthequalityoflearningresourcesisalsouneven.Thesefactorshaveahugeinterferencetostudents’learning.Therefore,teachersshouldorganizeanddigitizerelevantlearningresources,optimizeandintegrateinformationresourcestoincreasetheireaseofuseandsharing,andorganizeinformationresourcesreasonablyaroundtheneedsofstudentstoensurethetimelysupplyofresourcesandinformation.Andputthetargetedlearningresourcesdesignedbyyourselfonthenetworkforstudentstoshareduringtheactivity.Thisnetworkcanbeawideareanetworkoralocalareanetwork.

Technické vzdělávací prostředí

Technické vzdělávací prostředímainlyincludesthatlearnerscanfreelychooselearningtheoriesduringthelearningprocess,andthesupportsystemmusthaveagoodinterfacedesignthatcanstimulatelearners’interestinlearning.Thefunctionalmodulehasagoodnavigationmechanism,whichisconvenientforlearnerstomakearbitrarylearningjumpsaccordingtothelearningprocessduringthelearningprocess.Atthesametime,theenvironmentcansupportstudentstoconductgroupdiscussionsandcollaborativelearning.

Inaddition,thephysicalsystemonlyprovidesthecorrespondingitemenvironment,andrunningtheinternalsoftwareandtheoreticalsystemisalsoanimportantsoftfactorthatsupportsandleadstherationalandefficientoperationoftheentiresystem.Theacademicsupportmentionedabove,thehumannatureofthesoftwaresystem,thefriendlinessoftheinterfaceandthecompletionofthetoolsallrequirehigher-leveltechnicalsupport.

Afektivní vzdělávací prostředí

Theemotionallearningenvironmentismainlycomposedofthreeparts:psychologicalfactors,interpersonalinteractionandstrategies.Thelearner’slearningconcept,learningmotivation,emotion,willandotherpsychologicalfactorshaveadirectimpactonthemotivationoflearning,themaintenanceoflearningtimeandtheacquisitionofgoodlearningresults;thesmoothnessofinterpersonalinteraction(includingself-interaction)alsoaffectsthelearnerTheindependentlearningplaysanimportantrole;teachingstrategiesandlearningstrategiesdirectlyaffectthelearningeffectoflearners.

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