远程教育杂志2023，Vol.41Issue(6)：20-33,14.DOI:10.15881/j.cnki.cn33-1304/g4.2023.06.003
理解生成式学习
Making Sense of Generative Learning
摘要
Abstract
How do learners make sense of what they are learning?This paper presents a new framework of sense-making based on research investigating the benefits and boundaries of generative learning activities(GLAs).The generative sense-making framework distinguishes among three primary sense-making modes—explaining,visualizing,and enacting—that each serve unique and complementary cognitive functions.Specifically,the framework assumes learners mentally organize and simulate the learning material(via the visualizing and enacting modes)to facilitate their ability to generalize the learning material(via the explaining mode).The paper presents evidence from research on GLAs illustrating how visualizations and enactments(instructor-provided and/or learner-generated)can facilitate higher quality learner explanations and subsequent learning outcomes.The paper also discusses several barriers to sense-making that help explain when GLAs are not effective and describe possible ways to overcome these barriers by appropriately guiding and timing GLAs.Finally,I discuss implications of the generative sense-making framework for theory and practice and provide recommendations for future research.关键词
生成式学习/意义建构/学习策略/多媒体/教学设计Key words
Generative Learning/Sense-making/Learning Strategies/Multimedia/Instructional Design分类
社会科学引用本文复制引用
洛根·费奥雷拉,盛群力,张恩铭..理解生成式学习[J].远程教育杂志,2023,41(6):20-33,14.基金项目
本文系国家社会科学基金2022年度教育学一般项目"核心素养视域下可迁移学习的理论建构及其文化实践研究"(项目编号:BHA220135)研究成果之一. （项目编号:BHA220135）
