Research On The Design And Teaching Application Of Learning Space From The Perspective Of Generative Epistemology

To promote the core literacy goal and realize the cultivation of new talents in the information age,the new educational mode represented by "Internet + Education" and "Artificial Intelligence+ Education" is accelerating the transformation of the knowledge-based teaching paradigm to the literacy-based learning paradigm.As the intermediary of education and educational reform,learning space must change from the past industrialization mode to the learner centered mode when it is transforming to the learning paradigm,to provide external materialized support more in line with the real educational needs.However,some problems are in the current practice,such as the mismatch between learning space design and educational needs,the inconsistency between application and learners' cognition.Tracing back to the source of the problems finds that the existing theoretical researches lack theoretical basis and have not yet established a clear cognition of learning space.The theories guiding space design are mainly the explanation of ideas,principles,and reasons for doing so.The research on design path,design starting point and design scheme that can lead to specific practical operation is superficial or has not been specially studied yet.The theoretical researche that guide spatial application pays less attention to cognitive process,simple combination of physical and virtual space,and non-complementary applications lead to the problem of supply and demand inversion.The problems and demands show the key to form a learning space and its application mode that conforms to the educational rules and needs is seeking the basis of learning theory and constructing the design and application theory of learning space that has the basis of learning theory and is easy to be transformed into practical action.Based on genetic epistemology,the highest achievement in the field of philosophical epistemology,this study explores "Research on the Design and Teaching Application of Learning Space from the Perspective of Genetic Epistemology",focusing on the construction of meso design and application theories.The whole research process mainly adopts the method of deductive reasoning.Through top-down logical deduction,it seeks for the reflection of the characteristics and mechanism of cognition on the design and application of learning space,and with the help of bottom-up practical needs and case abstractions improves and interprets the relevant theoretical system.Finally,it constructs the learning space view of compulsory education from the perspective of genetic epistemology.The main research contents and results include three parts,design logic,design view and application view:Firstly,learning activities as the entry point of learning space design logic.To integrate genetic epistemology into learning space research,the premise is to clarify the connotation of the concept of learning space.Based on the current situation of the cross-use of learning space and learning environment and unclear concept connotation in academic circles,this research concludes that learning space is an intermediary and indirect supporting conditions for learning,while learning environment is a concept of the application level of learning space,stimuluses and direct supporting conditions for learning;After,combining activity is the birthplace of knowledge in the genetic epistemology,starting from learning activity,by combing the internal relationship among cognitive occurrence,learning activity and learning space,the thinking path of learning space design is "genetic epistemology ? learning activity ?(learning environment)learning space";Then,from the cognitive characteristics of the students in the first stage(grades 1-3),the second stage(grades 4-6)and the third stage(grades 7-9)of compulsory education revealed by genetic epistemology,and with the help of intellectual skills' level in Gagne's learning results,this research reviews the characteristics of students' learning activities adapting to different stages,and constructs the design view and application view of learning space from the perspective of learning space support application and service application.Secondly,the learning space design view of " complete object – component – construction".Through the analogy between cognition occurring process and protein synthesis process,it is found that the learning space has dual properties of "residence" and "transport",and the dual properties lock four structural elements: physical place,virtual place,objective objects and instrumental objects.Then,based on design logic and structural elements,the learning space design requirements from "intuitive objects(complete objects)? transition components(models)? abstract structures(relationship)" are deduced:(1)In the first stage,the physical place of the "Concrete Image" learning space should have the characteristics of vivid,spacious and flexible layout;Virtual place should have the characteristics of authenticity(mainly living world),interest,story and strong interaction;The instrumental objects should have the characteristics of establishing the intuitive relationships between the subjects and the objects,and moderately radiating the abstract relationships;The objects of objectivity should be the completion of physical objects,speech and image.The purpose is to meet the needs of students' " specific image " thinking characteristics and the development of social central view.(2)In the second stage,the physical place of "Image Abstract" learning space should have the characteristics of deep image and flexible layout;Virtual place should have the characteristics of authenticity(beyond the life world),relevance and cooperation;The instrumental objects should have the characteristics of establishing the abstract relationships between the subjects and the components,moderately radiating empirical reasoning;The objective objects should be the component of the increasing proportion of subject language.In order to meet the needs of students' "image-abstract" thinking characteristics and the development of abstract abilities.(3)In the third stage,the physical place of "Abstract Logical" learning space should have the characteristics of logical abstraction and flexible layout;Virtual place should have the characteristics of scientific(scientific world first),connectivity and systematization;The instrumental objects should be characterized by the establishment of reflexive and abstract relationships between subjects and "structures",and moderate radiation based on logical reasoning;The objective objects should be the structure of multi form representation,such as figure,text,table and symbol.To meet the needs of students' “abstract logical”thinking characteristics and the development of reasoning abilities.Finally,the application view of "specific knowledge – knowledge topic – learning project".Based on the methodology of "five dimensional learning design",the application of learning space is the process of supporting learning structure,that is,to support learners(people)to construct knowledge in specific scenes(scenes)with the help of learning events(events)that map the finite objects(objects)in the known world,gradually establish a knowledge systems with clear main line(threads),and form a high-level thinking to adapt to the infinite changing objects in the unknown world;Then,combined with the characteristics of students' cognition occurrence in different sections,the application view complementary to the design view is obtained:(1)In the first stage,students should focus on the specific knowledge content and establish the "threads of knowledge and ability" to lay a solid foundation with the help of the sequential learning scenes based on content problems.(2)In the second stage,students mainly think abstractly with the help of specific things or images and should independently use the unit problem-based relevancy learning scenes to focus on the subject knowledge in the context of "semi direct consistency" with the real world and establish the " threads of knowledge" of methods.(3)In the third stage,students should focus on project-based learning in the scenes of "indirect consistency" with the real world and establish the " threads of knowledge" to transfer knowledge.Combined with the curriculum standards of compulsory education and teaching design cases of different periods,the research explains the applicational theory in practice in details.