Research On Questions Of Learning Liberty In Digital Age

Along with the computer and internet integrated into our life,we have entered the digital age.Our education is finishing information construction,and hasn't done that yet.We are in the age between industrial age and digital age.This is the background of the study of learning liberty.The problem of learning liberty in the industrial age has not yet been solved satisfactorily,and new problem of learning liberty has emerged in the digital age.This paper attempts to discuss the learning liberty in the digital age,the main contents include the following three parts.The first chapter is intended to clarify the connotation,limits and meanings of learning liberty.Learning liberty refers to the liberty of the learning subject to get rid of any kind of obstacle under the guidance of the educator,to intervene,to force to do or not to do anything,to be or not to be somebody.Primary and middle school students are minors who do not have enough rational self-determination and full responsibility,so the guidance of educators is essential.Learning subjects need to get rid of some obstacles,interference,coercion,which reflects the negative aspects of learning liberty.Learning subject to do or not to do nothing,be or not to be somebody,which reflects the positive aspects of learning liberty.Subjects,educators,the obstacle,interference,compulsion which subjects need to get rid of,subjects to do or not to do something,to be or not to be somebody constitute a four-in-one relationship of the connotation of learning liberty.Learning liberty never means absolute liberty;it has limitation to some extent.It has two limitations,one is the students cannot do harm to physical and mental health of themselves,the other is the students can not hinder other students and teacher.The learning liberty must guarantee the right of learning.The students' main learning contents are cognition,morality and aesthetics which students' learning rights should be embodied in.So learning liberty can be divided into cognitive liberty,moral liberty and aesthetic liberty.Considered students' learning and development,learning liberty has the meaning of right,cognitive,morality and aesthetic.The second part focuses on the situation of learning liberty in the context of digital age.The advent of the digital age has contributed to learning liberty in many ways.It makes learning activities can be free from time and space constraints to carry out anytime and anywhere;learning resources are no longer limited to the traditional era of textbooks,many high-quality learning resources in electronic form stored in portable electronic equipment such as e-books.Learning methods from the simple classroom learning to the development of mixed learning which combined online learning and offline learning.Learning evaluation is more accurate,and it is increasingly relying on digital equipment to collect large data to reflect student's learning situation.However,the technology is a double-edged sword;digital age for the learning liberty brings "benefits",but also inevitably brought some "disadvantages".We study the learning liberty of digital age in four aspects.The first aspect is the confusion of right of learning liberty.The application of information technology in school has Infringement of student's right which reflects in two ways.One is the large number of electronic monitoring equipment is helpful to maintain security and order in school,but it infringe upon students' learning liberty.The other is it make the phenomenon of educational inequity more serious.The educational inequity in digital age is called digital gap.The second aspect is the technical obstacle of cognitive liberty.The nature of man is involved with technology,so when the computer emerged,our brain have been taken the place of computer.When computer replaced our brain,our brain has happened to organic adverse change.In one hand digital media has enhanced our ability to pick up information and make our communication more convenient,in the other hand it causes an inclination of anti-intellectualism which makes students' ability of reasoning hard to develop.The third aspect is technical obstacle of moral liberty.We study the technical obstacle in two ways.One is the students have expose under digital media in all times continuously which makes students more possible come into contact with evil and un-good.This condition blocks students' liberty to learn goodness.The other is the students use virtual communication to communicate in most of the time.Virtual interaction shows the fragmentation of subject.Communication between these fragmentations of the subject will be the real impact of interpersonal relationships in school.The fourth aspect is the time paradox of aesthetic liberty.In digital age the symbol form of aesthetic have changed a little bit.Some changes improve art,but some changes corrupt art.This corruption is revealed in two aspects.One is the lost of transcendence of aesthetic.The other is the form of symbol that used to express art is becoming an enclosed space.The corrupted art has brought undesirable influence to aesthetic education.In the third part,the paper proposes countermeasures in four aspects to solve the problems that caused by information technology.First,we have to guarantee students'rights in digital age.There must be some limitation in digital monitoring.The Implementation of digital monitoring must be examined and verified,and must follow the principle of children's best interests.We have to cultivate the digital poor's information literacy in order to fill the skill gap,and limit the digital poor's usage of digital products to fill the usage gap.Second,we have to guarantee the cognition states of learning liberty.We committed to construct a learning community to apply deep learning.The highest level of cognition is cultivating the students' creative ability.We propose to cultivate students' creativity in three aspects—creative thinking,creative character and creative environment.Third,we have to stick to moral liberty in digital age.Virtual communication contains some degree of ethic meaning.So teacher and student must stick to morality in virtual communication.The highest level of moral liberty is cultivation of the horizon of moral liberty.We propose four ways to cultivate the horizon of moral liberty,which are the identification of moral knowledge,the experience of moral feeling,the practice of moral will,the liberty of moral behavior.Fourth,we have to stick to aesthetic pursuit of learning liberty.It contains two aspects:one is reconstruction of the aesthetic transcendence of education.We must achieve secular salvation of aesthetic education,pursuit aesthetic education of resistance mediocrity and persist in the multiple interpretations of meaning.The other is to cultivate students'critical intelligence.So we have to control the aesthetic object in aesthetic education.Teacher must demonstrate how to do.We have to form a kind of education evaluation which contributes to the cultivation of students' critical intelligence.