| Since ancient times,while transforming the living world,technology will bring about a coupled evolution of the educational world.Under the historical background that modern information technology is rapidly changing the way of social production and life,educational theory and practice are also undergoing profound and significant changes.At this time,it has become the historical mission of education researchers to observe the present,analyze the development and predict the future of education through an appropriate theoretical lens.As a world view and methodology shared by the scientific community,the concept of paradigm and its related theories proposed by Thomas S.Kuhn describes the four stages of development from conventional paradigm to the new paradigm,namely,"the conventional paradigm – the anomalous – the crisis(Paradigm Shift)– the new paradigm",and depict the life cycle of the scientific revolution,which is of guiding significance for understanding the development of the scientific field.With the preceding societal stage change in the technological era,the paradigm theory has brought us a brand-new,framed and systematic perspective to scientifically grasp the pulse and rhythm of the transformation of the educational paradigm and look forward to the future educational prospect.The meanings of educational community and paradigm are discussed based on analyzing the elements of educational activities.Among educators,educatees and other groups related to educational activities,the groups that share common goals and interests when engaging in educational activities are called "educational community".As a conceptual category interdependent with the educational paradigm,the educational community faces a common educational puzzle set and has a common puzzle-solving toolbox in the field of educational practice.This dissertation analyzes the educational paradigm in the abstract and concrete dimensions.In terms of abstract concepts,the educational paradigm is the worldview and methodology shared by the educational community when engaging in educational activities,guiding the construction of educational theory,the interpretation of educational phenomena,and the development of educational practice;In terms of figurative unfolding,the educational paradigm is a collection of "educational views" and "educational measures",in which educational measures are the means to achieve educational objectives,including educational content and educational means,which can be expanded into educational content,educational situation,educational methods,educational evaluation and other main dimensions.Based on investigation and research,it is found that the conventional education paradigm gradually appears "anomalies" in the background of the rapid development of modern information technology.In this dissertation,learning space is regarded as the key dimension to linking the education community,transforming the education view and educational practice.The technology-rich learning spaces are proposed based on the rich technology supply in the technology era.Unlike simple learning spaces only equipped with computer networks,multimedia equipment or online platforms,the technology-rich learning spaces contain rich,diverse and complete technologies.It is the logical integration of technology-supported learning,the stereoscopic mixing of multidimensional learning elements and the whole-domain control of life-based learning situations.The systematic empowerment of technology-rich learning spaces can help the education community members explore and understand the noisy and extremely fuzzy chaotic phenomena in the complex education system and carry the stereoscopic transformation of education.This dissertation attempts to construct a logical hierarchical model of technology-rich learning space,discusses possibilities of technology-rich learning spaces of educational paradigm,and explores educational community,view and practice based on technology-rich learning spaces.The dissertation mainly includes the following six parts:The first part carries out research preparation.Based on the interest generated by my own experience and the actual needs caused by the era development,the origin of this study is explained.The research status of "learning space","the technology-rich learning spaces","paradigm" and "the educational paradigm" at home and abroad are summarized.The theoretical and practical significance of the study are analyzed.The relevant theoretical points and implications of this study are discussed.The study question,method and steps are clarified.The second part defines the core concepts.The core concepts of this study,including educational community,paradigm,educational paradigm,educational technology,learning space,and so on,are sorted out.The concept of technology-rich learning spaces is proposed and interpreted from multiple perspectives,such as psychology,ecology,evolution,and histology.The third part investigates the conventional educational paradigm.Adhering to the problem awareness and problem orientation,focusing on the "status quo" and "anomalies" of the traditional education paradigm,in-depth interviews are conducted among different groups such as teachers,students,scholars and managers according to the principles of purposive sampling,classification,stratification and comprehensive coverage,supplemented by case depiction.The understanding,practice,evaluation and expectation of educational stakeholders on the research content and the opinions and suggestions on the preset concepts lay the foundation for further study and thinking.Based on the research analysis,the dissertation sorts out several characteristics of the conventional educational paradigm and summarizes the "anomalous" trend in the background of the traditional educational paradigm.The fourth part discusses how technology-rich learning spaces can contribute to the educational paradigm.The characteristic coupling between technology-rich learning spaces and the educational paradigm is analyzed in structure,system and environment.According to the principles of unity of purpose and means,the fusion of tradition and modernity,integration of hard technology and soft technology,and relative independence of logical layer and physical layer,a hierarchical model of technology-rich learning spaces is constructed.The design ideas in the technology layer,interface layer,function module layer,and application layer are expounded.Specific performance of the technology-rich learning space empowering education paradigm is depicted,including the educational subject from duality to the community,the educational content from institutionalization to life-oriented,the educational situation from disembodiment to embodiment,the educational method from simplification to diversification,and the educational evaluation from simplification to hybridization.The fifth part explains the educational community,views and practices based on the technology-rich learning spaces.The dissertation attempts to describe the educational paradigm based on technology-rich learning spaces.An analysis of the educational community based on the technology-rich learning spaces is believed to have the common characteristics of universal scope,networked structure,role compounding,and cooperative relationships.A probe of educational view based on technology-rich learning spaces is proposed from the perspectives of new educational issues,new interpretations of educational concepts,and a new understanding of educational elements.From the aspects of bringing decentralized ubiquitous education time and space,dynamic customized complex education sequence,the embodied educational situation of bidirectional construction,cooperative education method of ecological symbiosis,and intelligent education evaluation of subject negotiation,this part considers the educational practice supported by rich technology learning space.The sixth part reflects on the value and limits of the educational paradigm based on technology-rich learning spaces.Regarding value,technology-rich learning spaces are believed to reconstruct educational boundaries,reshape educational culture,and promote the return of educational value.In terms of limits and countermeasures,it is believed that technology-rich learning spaces should pay attention to the disenchantment of technicalism,humanistic care and the coordination of policy arrangements,and adjust it with the power of rationality and humanity,so as not to deviate from the track of educational essence. |
