Resetting Logic Of Vocational Education Learning Space

The future of the world is the future of learning."Learning" has become a core issue of concern in all fields of the new era.In fact,the question about "learning" can be decomposed into three basic questions: "what to learn","how to learn" and "where to learn".Among them,"where to learn" is the problem of "learning space",which serves as a providing environment Stimulation,which bears the place where learning behavior takes place,has attracted much attention.In recent years,the rapid development of a new generation of information technology and its deep embedding in various fields of society have enabled the expansion and remodeling of the entire human social space,forming a blend of "presence" and "absence" spaces,coexistence and coexistence."Community" pattern.Under the impetus of this kind of space view and the study of learning science,there has been an upsurge in the transformation of teaching space to learning space all over the world."Resetting the learning space" has also been listed as the vocational education informatization in the next three to five years.Key trends.In the exploration of resetting the learning space of vocational education,although people realize that information technology has a revolutionary impact on the development of education,technology should be used as an endogenous variable in educational reform,but in specific practice,people only use technology as an external The tools and methods introduced into the educational field ignore the integration of technology and space subjects,technology and education,often using technology for technology,and forcing space subjects to adapt to new technologies,rather than making technology serve teaching and learning Needs,this has led to the inability of technology in the learning space of vocational education to form educational value.In view of this,this study explores how to use new technologies to empower the vocational education learning space to enhance the "learning place sense" and "space education",thereby stimulating the students' "real learning behavior" to occur,which seems extremely necessary and urgent.This research comprehensively uses the literature method,historical research method and case method,following the research path of "why-why-how",and forms three parts of research content: First,the interpretation of the connotation of the learning space of vocational education,mainly based on environmental psychology and phenomena The three perspectives of learning technology philosophy and learning science explore the connotation of the vocational education learning space,and find out the internal connection between them,forming an integrated interpretation of what the vocational education learning space is,and constructing an integrated Research framework;the second is to explore the necessity of resetting the learning space of vocational education,mainly from the logic of "social change intermediary theory" of technological change education,the logic of the demand for vocational education teaching reform,and the breakthrough logic of the technical dilemma of vocational education learning space Analyze three aspects;the third is the logical direction of technological empowerment of vocational education learning space,taking the three core elements of space under the perspective of environmental psychology-space perception,space cognition and space behavior as the reset fulcrum,along the "" Symbiosis of Technology and Learning Subject " " Symbiosis of Technology and Vocational Education " " Technology Double The logical main line of "intentionality promotes ideal learning behavior",with the purpose of promoting students' meaningful knowledge and skill accumulation as the logical purpose,constructs a "trinity" framework of technologically empowered vocational education learning space.The research contents of each part are as follows:The vocational education learning space is a place where vocational education teaching and learning activities are carried out.It is not just a material entity or a space lacking meaning,but a place carrying educational significance.The vocational education learning space is rich in metaphors: from the perspective of environmental psychology,the vocational education learning space is a special field that is rich in behavioral cues,can stimulate students' real learning behavior,and is full of "learning place sense".From the perspective of phenomenological technology philosophy,the vocational education learning space is the common product of individual construction,social construction and technological construction,and is a place where technology is embedded,and technology is embedded as a kind of culture and becomes a part of vocational education to “ablate In vocational education,this is essentially a process of "technical vocational education",so the vocational education learning space is the place for technical vocational education.From the perspective of learning science,the vocational education learning space is an emphasis on student learning as the center,providing technical support and environmental support for students' individual learning,collaborative learning and community-based learning,thereby promoting effective learning and deep learning for students The place is a learning environment full of "space education".In summary,the vocational education learning space is centered on students 'sense of learning,emphasizing the enrichment of the “educational significance”of space through technological empowerment to better support students' spatial perception and spatial cognition,and stimulate students 'learning in space Practicing behaviors,and learning places that earn the status of "professionals" in practice.In short,the vocational education learning space is a place full of "sense of learning place" and "space education power",highlighting "education" and "vocational education",which can attract and support learners to carry out effective learning.As a special form of social space,the learning space of vocational education is not a coincidence but a result of multiple factors.First,the reset of the learning space of vocational education is an objective requirement of the evolution of the learning space.According to the "intermediary theory of social change",the rapid development of emerging smart technologies has triggered profound changes in all aspects of society,and social change as an intermediary has promoted the vocational education learning space from "industrialization mode" to "intelligence mode" The evolutionary direction of smart ecological concepts,interactive mode concepts,embodied technical concepts and integrated functional concepts,and resetting the vocational education learning space is essentially following the objective requirements of technological changes and learning space evolution laws.Secondly,the reset of the vocational education learning space is the external demand for vocational education and teaching reform.According to the "space production" view of sociology,the vocational education learning space is a special social space,which is interdependent and interactive with the vocational education teaching and learning activities in the learning space,and the two are dialectically unified.On the one hand,the vocational education learning space,as an element of vocational education,bears,supports,and serves the development of vocational education teaching and learning activities,which affects the forms,methods,and results of vocational education teaching and learning;on the other hand,vocational education teaching and learning The transformation of the activity itself has also created and reshaped the vocational education learning space and provided a basis for the re-establishment of the vocational education learning space.Finally,resetting the learning space in vocational education is an inevitable requirement for the breakthrough of the learning space technology dilemma.In view of the three practical problems of vocational education and learning space,the lack of technical education qualities triggers education alienation,technology breaks away from the situation and leads to learning crises,and the paradox of technological value leads to the lack of generative teaching interaction.The vocational education learning space must be reset to make the space The technology truly empowers the learning space of vocational education,thereby better serving students' effective learning.For technology to truly empower the vocational education learning space,it must follow a three-fold logical approach: first,the embodied logic of the technology empowerment vocational education learning space,to realize the symbiosis of technology and vocational education learning subjects.Give full play to the mediating role of technology,enrich the spatial behavior clues or spatial “supply” through technology to extend spatial perception,thereby enhancing the learner's sense of presence and immersion.Second,technology empowers the wise logic of the vocational education learning space to realize the symbiosis of technical culture and vocational education culture.Emphasize the embedding of technology as a culture in vocational education,and through the realization of the two-way construction of technical culture and vocational education culture,endow the technical culture in the space with "educational character",so that the use of technology in the learning space can extend learners' freedom Study time and promote the emergence of "borderless" learning.Third,technology empowers the contextual logic of the vocational education learning space to realize the symbiosis of human-technology-vocational education.We must give full play to the dual intentional function of technology,create real learning situations,social situations and practical situations,promote the connection between student learning and the real work world,stimulate students' real learning behaviors and help students achieve the construction of "professional people".And then form a "sense of identity" and "a sense of belonging" to the vocational education learning space.In the end,based on the enhancement of spatial perception,direction and identity,promote the accumulation of vocational education and learning space space spirit and space education ability,so that the learning subject can obtain "feeding" and "meaning" from the static learning space Initiate dynamic "spatial learning".