本世纪新的学习环境和学习者需要
原文作者Milan Matijević 单位 萨格勒布大学教师教育学院
摘要：夸美纽斯创作《大教学论》和玛丽亚·蒙台梭利提出自己独创的教学理念时期，激发性学习环境与本世纪初的激发性学习环境有很大不同。在17世纪中叶，夸美纽斯和学习者只能从几本书和自然环境中学习，而玛丽亚·蒙台梭利不仅在书籍中学习，还生产各种材料和设备，以鼓励学习者学习沟通技巧和其他重要的生活能力。上世纪末、本世纪初的多媒体环境得到了极大的改善。新媒体可以增加彼此间的日常交流，满足了学习如何交流、归属以及变得自信的人的需要。同时，新媒体网络可以帮助人们建立自尊、实现自我。这种新的、刺激性的教育环境意味着有必要审查满足基本人类需求的可能性，以及寻找新的方法论和教学情景的必要性。如果夸美纽斯、蒙台梭利、杜威、Kilpatrick、Freinet等今天还活着，他们可能会用一种更大胆的方法来审查主要的教学情景，并提供比目前更具创造性和灵活性的教学解决方案，以满足学生在义务教育和其他形式的终身教育中的学习需求。与50年前相比，卫星电视、互联网和各种社交网络成为了一种更能满足年轻人学习和发展的学习环境。
关键词：新的学习环境；学习者的需求；教学设计；教育技术；移动学习；混合学习
一、介绍
17世纪中叶，夸美纽斯和学生只能从少量的印刷书籍、口头讲课和自然环境中学习。从第一本印刷书籍的出现到学生用书（教科书）的出现，已经过去了两个多世纪。
除了书籍外，19世纪末还出现了通过报纸以及电话进行交流的可能性。19世纪，在机动性方面发生了一场重大而明显的技术革命（轮船、第一辆汽车、铁路、第一次飞机试验）。
在《大教学论》（1632年用捷克语，1657年用拉丁语）出版两个半世纪后，玛丽亚·蒙台梭利决定除了她的书之外，制作各种各样的材料和设备，以鼓励学生学习沟通技能和其他重要的生活能力（包括解决问题、研究、匹配、批判性思维、专注力hellip;hellip;）。玛丽亚·蒙台梭利（Maria Montessori）成为一长串教育学家中的伟大的教育改革者之一，这与被称为“改革教育学的运动和趋势”（“ arbeitsschule”或工作学校，积极学习的学校...）的共同思想联系在一起。榜单上其他杰出的教育家还有约翰·杜威、威廉·希德·基尔帕特里克、鲁道夫·斯坦纳、塞勒斯汀·弗赖内特等。
20世纪下半叶，发生了一场大规模的技术和信息革命。地球上的大多数人口都能接触到收音机、电视，可以看到火车、公路、现代轮船和现代快速的飞机。为了理解和考虑学习和上学的过程，重要的是批判性地评估20世纪末新信息媒体（互联网、卫星电视、手机等）带来的机会。这些媒体为新的教学设计提供了条件和机会（Baran＆Keles，2011； Elias，2011； Smith，2005； Zumbach，2010）。
二、学生发展需要与多元智能
传统的教学法（说教理论）侧重于教师的工作或教学。这些理论解释了一个课堂教师的教学，一大群学生（通常约30人）坐在那里，倾听和观察老师在做什么，他或她是如何做的。尽管20世纪初的教育学改革运动十分激烈，但这一模式在整个20世纪始终存在。尽管发表了大量的文本，对这种教学范式的目的性提出了质疑（以教师为中心的教学：Joldersma，2011；Kotzee，2010；Reich，2006），但在公立学校中，教学方法和方法论方面并未发生根本性的变化。
加德纳的多元智能理论指出，人类依赖于几种不同的方式来学习和处理信息（阿姆斯特朗，2009年；加德纳，2006年）。让我们回顾一下他列出的人类智能的各种类型：空间视觉、语言语言、逻辑数学、身体动觉、音乐、人际关系、个人内部、自然主义和存在智能。很难找到介绍上述类型的智力与当今年轻人学习和成长的新媒体环境之间的重要性和联系的研究结果和严肃并有信誉的论文。因此，这为研究和致力于改善义务教育和终身学习期间的学习和教学过程的专家提供了机会。关于语言智力和逻辑数学智能，建构主义学习和教学理论是最接近于能够满足当今学校和在那里学习的几代年轻人的期望的解释（Reich 2006）。
让我们回顾一下美国心理学家亚伯拉罕·H·马斯洛夫（Abraham H.Maslov，1908-1970）最常引用的人类基本需求清单：生理需求、安全需求、归属和被他人接受的需要（友谊、爱情）、自尊（自尊、成就），以及自我实现的需要（最大限度地实现个人能力）。这张清单，连同新媒体环境和加德纳的多元智能理论，都要求学校和教师创造新的方法论情境，与以前学校里的情况有很大不同。也就是说，新媒体使学生出现了安全隐患（欺凌、通过Facebook或短信进行的网络欺凌）。但是新媒体也为年轻人提供了各种各样的新机会来证明自己，实现自我肯定，培养友谊和爱情，从而带来全新的生活方式和成长方式。
对于学校问题，专家仍然有义务进行研究，研究今天的归属感、爱情、安全感、自我实现的机会意味着什么。也有义务审视今天应该如何进行学习，以及应该培养哪些能力来造福未来的年轻人。各种方法方案和项目都考虑了新的媒体教育环境，并且试图克服很久以前就出现的僵化的课堂-主题-课程系统的缺点，从而更有可能获得有用的理解，从而促进教师的工作。在教学过程中的组织方式要比传统的正面学科课教学更为重要，传统的正面学科课仍然在义务教育系统中占据主导地位。
三、新的学习环境
克罗地亚和许多其他欧洲国家的儿童在极其丰富多彩的多媒体学习环境中成长和上学。在义务教育结束时，克罗地亚的儿童来自各个家庭，93%的儿童拥有个人电脑，83%的儿童在家中可以上网，所有儿童都有电视机，73%的儿童有卫星或有线电视，中欧和东南欧其他国家也有类似情况。
在中小学教育领域，学习者寻求并需要新的情景和新设计的教育过程，作为满足终身学习需要的各种教育形式。
卫星电视、互联网和各种形式的社交网络（电子邮件、Facebook、Twitter、论坛等）都有助于加强和激励学习环境，比50或100年前的媒体环境更好地满足年轻人和成年人的发展需要。教育专家很难将自己从很久以前由夸美纽斯和赫尔巴特定义的教学框架中解放出来，但是现在年轻人和成年人生活的时代越来越需要改变教学设计和教学情境，以满足发展需要和终身学习的需要。科学期刊和书籍提供了许多研究和解释新媒体效率的尝试，这种模式出现在三个世纪前，当时媒体的机会非常稀少（只有书！）。互联网、多媒体、移动电话和卫星电视作为通信解决方案以及它们伴随的可能性远远超出了学科课堂教学模式所提供的框架。教育家试图通过使用液晶投影仪、PowerPoint演示和智能板使课堂上发生的事情更具吸引力，但仍受制于正面教学、以教师为中心的教学、45分钟的课程、主题教学这些传统的教学模式。即使有了这些信息和通信技术解决方案，学生仍然过于被动。这样的教育技术只是为了方便教师的工作，使演讲对学生更有吸引力。接受过传统正面教学训练和准备的教师在处理和设计以学生为中心的教学情景方面存在困难。2006年，所有的教学工具都是以PowerPoint为中心的教学模式（因此，PowerPoint仍然是现代教学模式的一部分）。
除了上述媒体的可能性，为了加强学校的教学场景，现在的学生可以通过旅行获得大量的知识。学龄前儿童和义务教育阶段的儿童通过旅行比他们的父母和祖父母能更多地了解世界上的自然和技术现象。
家庭多媒体供应和学生在校外学习的内容的吸引力与学校和传统班提供的活动竞争激烈，这让在校学生经常感到厌烦，他们会寻找机会表达对更具吸引力的活动的需求，以及更多的参与有吸引力的场景。不幸的是，这种创造性自我实现的愿望有时会从可能的教育控制框架中溢出（欺凌、网络欺凌、经常旷课，特别是中等教育学生，以及学校和其他财产的破坏）。
四、教学设计与新媒体
很难解释为什么即使在21世纪初，教师的讲课、在智能板上展示有吸引力的内容或使用各种类型的液晶投影机仍然在学校占主导地位。早在350年前，夸美纽斯就警告说：要求学生只从书本上了解自然，而不是通过观察自然和与自然建立积极关系来了解自然是非常危险的。60多年前，埃德加·戴尔（Edgar Dale，1946）出版了一本关于选择媒体、教学策略和开展教学活动场所的标准的坚实系统化（Dales Cone of Experience）的书籍，但许多学校仍然未能理解和应用标准的逻辑，经常地检查和研究埃德加·戴尔在他著名的经验锥中所提供的逻辑，正如Subramony（2003）所建议的那样。
E.Dale（1946）在上述和经常引用的经验锥中，建议学生更多地从现实中学习、从可信的模拟中学习，或者从各种类型的主动和经验学习中学习，而不是被动地坐着听、看和阅读。今天，最重要的欧洲专家和欧洲议会为所有学校推荐的能力清单很难用这样的教学范式和这种教学策略的优势来实现。当前的年代比学生的大脑更好的提供了媒体来保存和处理信息。学习如何查找信息、选择合适的信息，使用检索到的信息来解决问题以及评估和批判性审查这些信息显得尤为重要。学习陈述性知识（信息等）不是小学生最重要的能力和任务。在教学大纲中，该列表冗长而复杂。
以下是一些教学策略，这些策略遵循E. Dale的逻辑以及许多其他现代专家的逻辑，可以通过设计当代教学方法更有效地吸收欧洲议会和理事会（2006年12月18日）建议的能力并通过更合适的方法论情景：通过发现学习、研究学习、实践学习（Clark，2005； Riley＆Moltzen 2011）、解决问题学习（Tennyson＆Sisk，2011）、游戏学习以及许多其他类型的体验式学习。为了实现对学校生活至关重要的目标，重要的是要为未来几年将发生的迅速而众多的变化做好准备，并学会如何学习。所有这一切都需要一个经过重大修改的学习环境，以及一种与我们近年来已经看到和观察到的新媒体截然不同的方法（通过智能投影板和通过LCD投影仪进行PP演示来增强正面教学，以及禁止使用使用功能强大且有吸引力的工具，例如学校的手机）。
除埃德加·戴尔（Edgar Dale）以外，许多其他专家还研究了媒体和教学策略的选择标准问题，这将有助于学与教的过程（Kemp，1971; Kemp，1985）。涉及这些问题的论文和专家的数量每年都在增长（Gagne＆Briggs，1979； Arnold＆Lermen，2006）。
每个人都熟悉每个Internet地址（www）附带的三个字母的含义，但是March（2006）对www缩写提供了不同的解释：随时随地。教师必须从教学的当前压力中解脱出来，让学生自己学习。学生无论何时何地都能学到任何东西！March认为，每一个连接到网络的老师都可以使学生做到这一点。
五、结论
在涉及教学和教育理论的新专业文献中，我们现在遇到的概念在50年前或更早以前就不存在。这些概念中的许多是随着新的ICT媒体的出现而出现的。仅提及此列表中的一些概念：电子学习Didaktik（Arnold和Lermen，2006年）、多媒体教学法（Issing，1994年； Matijevic，2008年）、移动学习（Elias，2011年）、混合学习以及建构主义（德国Konstruktivistische Didaktik；德国，2006年）。但是，我们必须牢记，上述概念和相关理论并未全面解释当今一代儿童和年轻人的学习和成长过程。有时，这样做的原因是缺乏对学习和成长过程中伴随的许多问题的科学解答，有时是在传统教学理论的范围内保持过分的坚定性，而传统教学理论正是在这种情况下出现的。
计划有控制和系统的教学情景的专家，他们认为在这些情景中，儿童和学生将在义务教育和成长过程中参与其中，他们必须依赖全年（365天）发生的事情，而不仅仅是学校发生的事情（180天）。
由于新媒体在儿童和成人的生活中所扮演的角色和地位，非正式学习在学校中的竞争很激烈，可以替代学校的正式学习。
对于选择教学媒体和教学策略以及设计教学过程的标准，现有的科学理解需要根据对新媒体提供的教育机会的理解进行审查和补充（见图1）。
在今天的媒体，特别是互联网、手机、卫星电视等媒体出现之前，把新媒体运作的效率仅仅放在很久以前建立的班主任课程体系的框架内，是一种错误的尝试。
今天，年轻人和成年人的发展和生活需要可以在一个比大约30年或50年前更具吸引力和更丰富的媒体环境中得到满足。
外文文献出处：Social and Behavioral Sciences,2012(06)
以平板作为数字教育资源的大班幼儿的沟通能力调查研究
原文作者Andreacute;s Sauacute;l de la Serna Tuya;Estela De Lourdes Juaacute;rez Ruiz 单位 普埃布拉自治大学
摘要：这篇论文专门讨论了如何在学前儿童的学习活动中使用信息和通信技术（ICT）来提高语言和交流能力，特别是关注平板电脑作为技术教育和协作模式的使用。这项研究采用了包括520名参与者、儿童、家长和教师在内的混合方法。在对背景分析的基础上，引入了信息和通信技术。
一、介绍
信息和通信技术（ICT）已融入我们的日常生活（包括专业和个人生活）。与成年人相比，幼儿在许多情况下以自然的方式采用新技术，从而获得更好的技能。遗憾的是：对于如何将平板电脑纳入幼儿园的范畴，目前还没有明确的认识。在这项研究中，我们试图确定平板电脑作为一种教学资源，对培养幼儿的语言和交流能力是否可以产生积极影响。这项研究在墨西哥普埃布拉市举行。
这项研究受到墨西哥公共教育秘书处（SEP）新提议的推动，该提议
The new learning environment and learner needs this century Milan Matijević Faculty of Teacher Education, University of Zagreb, 10000 Zagreb, Croatia Abstract The stimulating learning environment in the period when Comenius wrote his Didactica Magna (Great Didactic), or when Maria Montessori came up with her original pedagogical concept, greatly differed from the stimulating learning environment at the beginning of this century. In the middle of the 17th century, Comenius and learners could learn from only a few books and from the natural environment. Maria Montessori, in addition to books, decided to produce various materials and equipment which would encourage learners to learn communication skills and other important life competences. The multimedia environment of the end of the last and the beginning of this century has been significantly enhanced by new media, which are highly suitable to improve everyday communication and satisfy the needs of those who learn how to communicate, to belong, to be confident, and to build self-esteem and self-actualisation.This new stimulating educational environment meant that it was necessary to review the possibilities of meeting basic human needs, as well as the need to find new methodological and teaching scenarios and situations. If Comenius, Montessori, Dewey, Kilpatrick, Freinet and so on were alive today, they would probably have a much bolder approach to reviewing the dominant teaching scenarios and would offer more creative and flexible didactic solutions than those currently on offer to meet the needs of learners during compulsory schooling and other forms of lifelong learning.Satellite TV, the internet, and all sorts of social networks provide a much more exciting learning environment and satisfy much better the development needs of young people and adults than the media environment that existed 50 years ago. Keywords: new learning environment, learner needs, instructional design, educational technology, mobile learning, blended learning 1. Introduction The educational context, or the stimulating learning environment in the period when Jan Amos Comenius wrote his Great Didactic (1632), or when Maria Montessori came up with her original pedagogical concept (1908), greatly differed from the stimulating learning environment of the beginning of the 21st century (2011). In the mid-17th century, students and J.A. Comenius had the opportunity to learn only from a small number of printed books, or from orally delivered lectures and the natural environment. More than two centuries passed from the appearance of the first printed books to the appearance of books for students (textbooks) or to the appearance of schools where one teacher used to teach 50 or more students. In addition to books, at the end of the 19th century daily printed newspapers also appeared, as well as the possibility to communicate by telephone. A great and visible technological revolution took place in mobility in the 19th century (the steamship, the first automobile, the railway, the first trials with aeroplanes). Two and a half centuries after the Great Didactic (in Czech in 1632, or in Latin in 1657), Maria Montessori decided to produce, besides her book, varied material and equipment to encourage students to learn communication skills and other important life competences (problem-solving, research, matching, critical thinking, concentration...). Maria Montessori appeared as one of the great pedagogical reformers on the long list of educationalists linked by a common idea known as Reform Pedagogy movements and trends（the 'arbeitsschule' or work school,the active learning school...). Other prominent educationalists on this list were John Dewey.William Heard Kilpatrick, Rudolf Steiner, Celestin Freinet, and others. In the second half of the 20th century, a large technological and information revolution took place. Most of the population on Earth had access to the radio, television, the possibility of travelling by rail, road, modern ships, and modern and fast aeroplanes. In order to understand and consider the learning and schooling process, it is important to critically evaluate the appearance and opportunities brought about at the end of the 20th century by new information media (the internet, satellite TV, mobile phone...). These media have allowed for and provided the conditions and opportunities for new instructional design (Baran amp; Keles, 2011; Elias, 2011; Smith, 2005; Zumbach, 2010). 2. Students development needs and multiple intelligences Traditional didactics (didactic theories) focuses on the work of the teacher, or on teaching. These theories explained the teaching of a classroom teacher where a large group of students (usually some 30) sit, listen to and watch what the teacher is doing and how he or she is doing it. In spite of the strong reform pedagogy movement at the beginning of the 20th century, this model persisted throughout the 20th century. Despite numerous published texts, which brought into question the purposefulness of such a didactic paradigm (teacher-focused teaching: Joldersma, 2011; Kotzee, 2010; Reich, 2006), and knowledge about the nature and ways of meeting the students development needs, no radical changes in teaching methods and methodological scenarios were observed in state schools. Gardners multiple intelligence theory states that a human being relies on several different ways of learning and processing information (Armstrong, 2009; Gardner, 2006). Let us recall his list of various types of human intelligence: spatial-visual, verbal-linguistic, logical-mathematical, bodily-kinaesthetic, musical, interpersonal, intrapersonal, naturalist and existential intelligence. It is difficult to find serious and reputable papers presenting the results of research dealing with the importance and link between the above listed types of intelligence and the new med
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The new learning environment and learner needs this century Milan Matijević Faculty of Teacher Education, University of Zagreb, 10000 Zagreb, Croatia Abstract The stimulating learning environment in the period when Comenius wrote his Didactica Magna (Great Didactic), or when Maria Montessori came up with her original pedagogical concept, greatly differed from the stimulating learning environment at the beginning of this century. In the middle of the 17th century, Comenius and learners could learn from only a few books and from the natural environment. Maria Montessori, in addition to books, decided to produce various materials and equipment which would encourage learners to learn communication skills and other important life competences. The multimedia environment of the end of the last and the beginning of this century has been significantly enhanced by new media, which are highly suitable to improve everyday communication and satisfy the needs of those who learn how to communicate, to belong, to be confident, and to build self-esteem and self-actualisation.This new stimulating educational environment meant that it was necessary to review the possibilities of meeting basic human needs, as well as the need to find new methodological and teaching scenarios and situations. If Comenius, Montessori, Dewey, Kilpatrick, Freinet and so on were alive today, they would probably have a much bolder approach to reviewing the dominant teaching scenarios and would offer more creative and flexible didactic solutions than those currently on offer to meet the needs of learners during compulsory schooling and other forms of lifelong learning.Satellite TV, the internet, and all sorts of social networks provide a much more exciting learning environment and satisfy much better the development needs of young people and adults than the media environment that existed 50 years ago. Keywords: new learning environment, learner needs, instructional design, educational technology, mobile learning, blended learning 1. Introduction The educational context, or the stimulating learning environment in the period when Jan Amos Comenius wrote his Great Didactic (1632), or when Maria Montessori came up with her original pedagogical concept (1908), greatly differed from the stimulating learning environment of the beginning of the 21st century (2011). In the mid-17th century, students and J.A. Comenius had the opportunity to learn only from a small number of printed books, or from orally delivered lectures and the natural environment. More than two centuries passed from the appearance of the first printed books to the appearance of books for students (textbooks) or to the appearance of schools where one teacher used to teach 50 or more students. In addition to books, at the end of the 19th century daily printed newspapers also appeared, as well as the possibility to communicate by telephone. A great and visible technological revolution took place in mobility in the 19th century (the steamship, the first automobile, the railway, the first trials with aeroplanes). Two and a half centuries after the Great Didactic (in Czech in 1632, or in Latin in 1657), Maria Montessori decided to produce, besides her book, varied material and equipment to encourage students to learn communication skills and other important life competences (problem-solving, research, matching, critical thinking, concentration...). Maria Montessori appeared as one of the great pedagogical reformers on the long list of educationalists linked by a common idea known as Reform Pedagogy movements and trends（the 'arbeitsschule' or work school,the active learning school...). Other prominent educationalists on this list were John Dewey.William Heard Kilpatrick, Rudolf Steiner, Celestin Freinet, and others. In the second half of the 20th century, a large technological and information revolution took place. Most of the population on Earth had access to the radio, television, the possibility of travelling by rail, road, modern ships, and modern and fast aeroplanes. In order to understand and consider the learning and schooling process, it is important to critically evaluate the appearance and opportunities brought about at the end of the 20th century by new information media (the internet, satellite TV, mobile phone...). These media have allowed for and provided the conditions and opportunities for new instructional design (Baran amp; Keles, 2011; Elias, 2011; Smith, 2005; Zumbach, 2010). 2. Students development needs and multiple intelligences Traditional didactics (didactic theories) focuses on the work of the teacher, or on teaching. These theories explained the teaching of a classroom teacher where a large group of students (usually some 30) sit, listen to and watch what the teacher is doing and how he or she is doing it. In spite of the strong reform pedagogy movement at the beginning of the 20th century, this model persisted throughout the 20th century. Despite numerous published texts, which brought into question the purposefulness of such a didactic paradigm (teacher-focused teaching: Joldersma, 2011; Kotzee, 2010; Reich, 2006), and knowledge about the nature and ways of meeting the students development needs, no radical changes in teaching methods and methodological scenarios were observed in state schools. Gardners multiple intelligence theory states that a human being relies on several different ways of learning and processing information (Armstrong, 2009; Gardner, 2006). Let us recall his list of various types of human intelligence: spatial-visual, verbal-linguistic, logical-mathematical, bodily-kinaesthetic, musical, interpersonal, intrapersonal, naturalist and existential intelligence. It is difficult to find serious and reputable papers presenting the results of research dealing with the importance and link between the above listed types of intelligence and the new med
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