Construction And Application Of Synergistic Learning System

Whether considering from the present demand for the educational reform and learning innovation or the contemporary focus of the instructional objectives and learning results, educators and researchers emphasize the overall quality of learning and the harmonious development of the learners. However, since the limitations of existing learning system make it difficult to support the learning environment and noticing the cultural variables and cognitive variables, it can not support the learning reform emerging in the knowledge era.. This study which introduces the multi-dimensional elements of learning into the dynamics perspective puts forward the conceptual framework of SLS ( Synergistic Learning System ) . As a knowledge-oriented learning system framework based on systematical synergistic thinking and knowledge innovation, SLS expands and reconstructs traditional theories in the aspect of holism, epistemology, ontology and cognitive processing. It focuses on knowledge innovation and harmonious development from the dimension of holistic and synergetic thinking in order to adapt to the current social structure and technical requirements of the network age and to meet the demands for social reform and learning innovation.Synergistic Learning System is a new framework for the knowledge era, and an element of society and technology which constitutes the elements of interaction in order to achieve coordinated development of individuals and groups in an orderly and interactive framework. Based on the depth of cognitive processing and the feature of the cognitive subject of the learning system, SLS sets up a mapping relationship which advocates synergistic aggregation and cooperative innovation in the learning environment among cultural variables and cognitive variables and learning technological system variables for the sake of a whole person development. Construction and application of this new framework and is a complex process. On the grounds of the current theory of DBR ( Design-based Research ) and more than four years of systematic research, this article initially builds a theoretic model and framework of SLS systematically, mechanisms and principles of synergistic learning, synergistic learning technology system design and its application framework, which are tested and improved by empirical analyses so as to provide a theoretical model and practical framework for the reform of learning system and instruction.Taking a SLS as the basic framework, the author develops the designed-based research by examining the practical significance of the new framework and selecting knowledge building as part of its core design and furthermore, the framework is gradually refined and enriched and research products are improved in the iterative interaction of theory - technology - practice - reflection The paper is divided into four parts:The first part is the contextual problem analysis, including Introduction and Chapter I. Through literature analysis, theoretical interpretation and practical observation, from the perspectives of epistemology, ontology, cognitive theory, metaphor and systematic study of four levels of learning system context, the part tries to explain the Needham Puzzle: At the age of knowledge, the individual's knowledge building and self-development can not meet the requirements of the age under the condition of rich information and technology. This section focuses on the puzzle and studies the significance and necessity of the research from the multi-level perspectives.The second part is divided into theory building and model development, including Chapters II and III. Based on the analysis of the contextual problem and a multitudinous of research results by many experts from the fields such as education, psychology, curriculum and instruction, educational technology, information science and management science, in particular thanks to Professor Zhu Zhiting's original thought, the study systematically puts forward the conceptual framework of "synergistic learning system " , adopting the methods of theoretic construction and structured thinking to establish a meta-model of synergistic learning system, a field model and its dynamics, and analyzes the theoretical framework and its practical dimensions of the synergistic learning system. Meanwhile, the paper refines the synergistic learning mechanisms and principles respectively from the five major principles, which refer to the deep interaction, convergence and sharing, collective thinking, collaborative building and multi-field coordination,and 20 inferences so as to provide a guide to synergistic learning practical design.Part III is divided into the practice of design and framework application, including Chapter Four. The term of Design of Synergistic Learning is used to describe the methods of development of learning activities carried out in the framework of synergistic learning system, by which a synergistic learning design model is developed to build flexible activity systems and technology environment to in support of the implementation of synergistic learning and practice. Starting from the meta-model of synergistic learning system and synergistic learning principles, combined with the necessary technical metaphor, this part designs and develops the synergistic learning technology system including knowledge annotation tool, collective thinking tools and knowledge building tools for the applications of synergistic learning. As a new framework, SLS is full of flexibility. Therefore, through the construction of the synergistic learning design model, we can set up a more consistent theoretical approach in theory which is associated with the various models and the expectations the characteristics of learning and is mapped to the learning-related activities, tools and resources (including human and technology) in instructional design. This approach reflects the aim to support the theory of practice. This chapter first constructs a model of synergistic learning design, meanwhile describes the practical framework of the model including the design of activities, fields construction, technology design and the application framework of knowledge building.Part IV aims at the expansion evaluation with the empirical analysis, including Chapter V and Conclusion. Taking the experimental study as the methods and the synergistic learning tools as the technical system to support the construction of the synergistic learning environment, the part intends to analyze the effect of synergistic learning and to study knowledge construction mechanisms. Many others methods of empirical research are used such as a questionnaire survey, oral report analysis, content analysis and other. The study first supports the meta-model of synergistic learning and the rationality of the model of synergistic knowledge building, and then describes the synergistic learning mechanisms. Finally it testifies the function and effect of synergistic learning tools in supporting learners to construct knowledge. The part of expansion evaluation, taking the domestic influential educational reform cases, as the basis of contextual expansion, confirms further the reasonability of the synergistic learning system and feasibility of this new framework. In the part of Conclusion, a summary of study main points is provided, ended with systematic reflection on theoretic construction, technical design, and application framework and methodology aspects. And the further orientations associated with this study.