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教育虚拟环境在培养不同国家学校间的合作方面潜力巨大。本文展示了由四所意大利中学、三所荷兰中学共同营造的虚拟学习环境,在该环境中,学生们一起学习多个学科的教学内容。从理论上讲,该项目受以下三种观点的启发:把学习视为知识的建构、学习者共同体以及计算机支持的合作式学习。这是一个名为欧洲大陆(Euroland)的虚拟世界,由几间“文化屋”组成。通过对文化屋建构过程的定性描述,我们得以证明,虚拟环境被引入教育领域后能够培养学生的认知技能和社交技能。虚拟学习环境的成功既得益于它的几项特性,比如富有趣味的软件、富有意义的内容、跨国合作;也有赖于它所创设的条件,最主要的如设计精当的任务、教师与研究人员搭建的牢固的脚手架。本文的结尾,我们对学校成功地开展此类项目所必须的结构性条件进行了反思。
The educational virtual environment has great potential in cultivating cooperation between schools in different countries. This article presents a virtual learning environment created by four Italian high schools and three Dutch secondary schools. In this environment, students learn the teaching contents of multiple disciplines together. In theory, the project is inspired by the following three perspectives: Learning is viewed as the construction of knowledge, learner community, and computer-supported collaborative learning. This is a virtual world named Euroland. It consists of several “cultural houses.” Through the qualitative description of the construction process of the cultural house, we have been able to prove that the virtual environment can be cultivated after the introduction of the virtual environment to cultivate students’ cognitive skills and social skills. The success of the virtual learning environment benefits from its several features, such as interesting software, meaningful content, and cross-border cooperation. It also depends on the conditions it creates. The most important tasks are well-designed tasks, teachers, and researchers. Build a solid scaffolding. At the end of this article, we reflect on the structural conditions necessary for the school to successfully carry out such projects.