【作者】 廖诗艳；

【导师】 黄甫全；

【作者基本信息】 华南师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 当代社会发展,诸多新因素注入教育领域,教育领域研究进发出极大的活力:网络信息技术与课程的整合,教育改革中课程文化的建设以及未来学习化社会的远景构建。在这个过程中,对人的生存与发展的探讨逐渐升温,对人的根本生存方式与发展方式——“学习”的关注日益增多,产生了“人是如何学习的”发问,进而应该探讨的是人如何能更好的学习和发展。人们已认识到,环境在人的发展过程中具有重要的地位和作用,人在什么样的环境中学习,在一定程度上决定着获得什么样的学习结果,于是学习环境的研究逐步兴起。 选择文化哲学的研究方法是基于“学习环境”本身的文化特性,文化哲学始终关注人与文化的内在关联,以人的优化和解放为其终极目的。在这种视阈下,学习环境是一种文化存在。采用文化哲学的思维方式对人、文化与课程三者关系进行深层追问,完整地呈现学习环境的形态,更好的关照人在其中的主体性和生命性,表达对人的生命存在的一种哲学理性的价值关怀。 在国内外学习环境研究综述部分,笔者进行了历史回溯、现状分析和未来展望。明晰了学习环境研究的历史发展线索,并在研究现状的基础上找出不足,进行了本研究的自我设定:从学习过程本身、学习者本身以及人与文化的同一性对学习环境的制约出发,对学习环境进行界定和建构,做到对人的学习生命的真正关注和关怀,实现人与文化的“相通”。 在当代学习环境的文化本性探讨中,笔者试图突破已有界定学习环境概念的维度,从文化哲学的层面对学习环境进行重新界定,分别从基本概念——学习与环境的内涵入手,考察在文化哲学层面二者的定义,以此整合,再从广义的角度界定学习环境的内涵为:学习环境实质上是各种空间里、各种时间进程中支持并影响人的学习生命存在及其活动,促进入的自我实现和优化的各种文化因素的总和。而在本研究中,学习环境的研究范围被限定在学校教育范围,主要探讨在学校教育的时空领域,各种支持并影响人的学习生命存在及其活动,促进人的自我实现和优化的文化因素。更多还原

【Abstract】 With the development of the contemporary society, so many new factors got into education field which make so great livingness in educational research: information technology combined with curriculum, construction of curriculum culture and learning society in the future. During this process, more and more discuss about the human’s living and development, and more attention on learning which is human’s basic living and develop styles, which make the question "how the human learn ?",so future, we should know how the human will learn and get along better. From others" research, environment is so important to human and the learning environment has effect on learning. Therefore, researchers begin to think much of learning environment.Why I choose the viewpoint of cultural philosophy to do this research because of the learning environment’s own cultural characteristic. Cultural philosophy keep eyes on the relation between human and culture all the time and make it’s final aim is the human’s optimizing and liberation .In the views of cultural philosophy, learning environment exist as a cultural product and further ask the connection among human-, culture and curriculum which will present learning environment fully and materialize the human life existence best.Based on making clear of prior studies, I find the deficiencies of the actual research and make my study hypothesis: define and construct learning environment from learning process itself, learners themselves and the identity of human and culture.As for the definition of learning environment, I want to break through others" dimensions. By defining "learning" and "environment" on cultural philosophy, the learning environment definition comes into being: all kinds of cultural factors exist inthe process of space-time which support and affect human’s learning-life existence and its activity. But we do this research only in schools, so we get our learning environment definition, which is: all kinds of cultural factors exist in the process of school space-time which support and affect human’s learning-life existence and their activity.Based on the others studies about sorting learning environment and surrounded the creating learning situation and outspreading the learning activity, I try to probe into the question by two clues which comes from how the cultural philosophyprescribe culture. So , I get the two kinds of learning environment -static visiblelearning environment and dynamic recessive learning environment ,and then ,we continue our work to construct and we shaped four kinds of learning environment ,which are ecological learning environment, knowledge environment, experience activity environment and dialogue environment.更多还原