【作者】 娄珀瑜；

【导师】 冉鸣；

【作者基本信息】 四川师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 近年来,互联网络已经从以浏览网络资源进行“信息共享”的模式,发展到以人为核心实现“思想共享”的Web 2.0应用模式,这种新模式的出现代表着一种新的生活方式和工作方式,更代表着一种新的学习方式。在这样的背景下,对于化学学习者来说,利用网络学习环境实现化学学习方式的转变就成为一种必然。本文的基本出发点是对“人”的关注,研究主题是使学习者通过化学知识的学习,做终身学习的实践者,做为生命的自由成长而不断追求的人。本文主要由五个部分构成,在说明了研究目的与意义,界定了相关核心概念的情况下,对国内外现有的研究成果进行分析,以知识管理与转化理论、学习型组织、以及社会性软件的相关研究成果为指导,结合笔者自身利用社会性软件转变化学学习方式获得的成长体验,归纳出SS-learning(Social Software learning,社会性软件学习),并对基于Blog(博客)平台的SS-learning的化学学习的实践进行了初步探讨。第一部分对国内外现有的研究情况进行了文献分析,研究表明,利用社会性软件进行化学知识的学习为学习者进行终身学习创造了良好的条件。第二部分在问卷调查的基础上,阐明了网络上以自我导向为主的学习系统分析框架,并以此为基础分析了互联网上化学类网站、BBS、Blog等的现状,归纳总结出基于不同网络学习工具的化学学习的分类。第三部分首先对知识的分类、SECI(Socialization,Externalization,Combi- nation and Internalization,社会化、外表化、组合和内化)模型、信息空间模型、Web2.0时代知识的创新、基于网络的化学学习的内涵与本质、学习者的信息素养、学习者成长的动力系统以及基于网络的化学学习的微观过程等基本问题进行了探讨,然后在前文讨论的基础上,将学习者基于社会性软件进行网络学习的方式归纳为SS-learning,并对SS-learning中化学学习者的学习特性进行了分析讨论。第四部分主要是对学习者进行SS-learning的化学学习实践的案例分析,也是笔者试图对前面各部分提出的观点,特别是第三部分的内容进行融合,重构化学学习者学习,培育基于SS-learning的学习方式,解决实践问题的一个尝试。第五部分在回顾全文主要结论和观点的基础上,对基于网络的化学学习进行了进一步的思索,并对该问题的探索方向进行了简单呈现。更多还原

【Abstract】 In just a few short years, Internet has developed from the“information sharing”mode by browsing network resources to the human-centered“ideas sharing”Web 2.0 application mode. The emergence of this new mode represents a new way of life and work, furthermore a new approach to learning. Under this background, transfor- mation of the chemistry learning approach in internet learning environment becomes inevitable. Based on the concerns of“human”, this paper focused on enabling a che- mistry learner to be a pursuer of lifelong learning by learning of chemistry knowle- dge.This paper consists of five parts. After describing the purpose and significance of the research, analyzing existing research results at home and abroad, based on theory of knowledge management and transformation, learning organization, and achievement of social software as guidance, combined with the author’s own growth experience by using of social software to change chemistry learning approach, it summarizes an idea of SS-learning (Social Software learning) mode. The practice of SS-learning in chemistry learning based on Blog platform, is also preliminarily discussed.The first part analyzes the correlative literatures of the international researches, which indicates that learning chemistry knowledge by using social software creates a good environment for lifelong learners.According to the results of questionnaire, the second part elucidates the learning system frame of self-directed learning on the internet. Based on this it also analyses the status quo of chemistry web, BBS, Blog etc., and sums up the classification of chemistry learning using different internet tools.The third part firstly discusses knowledge classification, SECI model, information space model, knowledge innovation in Web2.0 times, the concept and essence of chemistry learning based on web, information competence of learners, growth-motivity system of learner, and some basic problems of microcosmic process of chemistry learning based on web, then, based on the discussion before, learning approach based on social software on Internet is summarized as SS-learning, and characteristics of chemistry learning in SS-learning are analyzed and discussed.The forth part mainly illustrates practices of chemistry learning in SS-learning, also the points of view of the author tried to demonstrate to the previous parts, especially the third part. It is an attempt to reconstruct chemistry learning, cultivate learning approach based on SS-learning, and solve problems in practices.The fifth part reviews the main conclusion and viewpoint ot the whole paper, presents further thoughts about the chemistry learning based on web, and points out the future exploring direction of this subject in brief.更多还原