【摘要】 碎片化学习在给学习者带来便捷性、即时性的同时，也引发对学习深度的探讨。以2005年1月—2025年5月国内外发表的碎片化学习相关文献为对象，通过文献计量法对碎片化学习的形态发展、学习特征等进行分析，厘清其发展脉络、演化动因和适用场景，从而更好地设计和运用碎片化学习方式，规避可能出现的浅层次学习、信息超载等不良影响。研究认为，碎片化学习形态经历了从分散式学习到开放的互联网学习的转变，其内涵也从以往对组织化、体系化知识的小容量分割转为社会化、主题化、随机化的学习。基于碎片化知识学习中表现出的新知识观和学习观，研究者认为当前学校教学体系应适当融合碎片化学习方式，在学校体系化的知识表征和组织中链接情境化、主题式的碎片化知识；探索更具灵活性和弹性的教学方法和教学组织管理形式，并强化对泛娱乐化网络学习环境的设计和管理。更多还原

【Abstract】 While fragmented learning offers learners convenience and immediacy, it has also sparked discussions regarding the depth of learning. This study presents a bibliometric analysis of literature on fragmented learning published between January 2005and May 2025, examining its developmental patterns, learning characteristics, and evolutionary drivers to clarify its developmental trajectory, applicable scenarios, and potential limitations. This study aims to optimize the design and implementation of fragmented learning while mitigating adverse effects such as superficial learning and information overload. The research reveals that fragmented learning has evolved from discrete learning activities to online learning. Its conceptual framework has shifted from segmented organization of structured knowledge to ocially constructed, theme-based, and opportunistic learning approaches. Based on emerging epistemological and pedagogical perspectives observed in fragmented knowledge acquisition, the study proposes integrating fragmented learning approaches into formal educational systems. Recommendations include incorporating contextualized and thematic fragmented knowledge within systematic knowledge frameworks, developing flexible teaching methodologies and organizational structures, and enhancing governance over entertainment-oriented online learning environments. The findings emphasize the necessity for educational institutions to adapt to evolving learning paradigms by strategically incorporating fragmented learning elements while maintaining academic rigor.更多还原