Research On The Spatial Turn And Dynamics Mechanism Of Curriculum Knowledge Production In Digital Age

Curriculum knowledge has always been a basic core issue that cannot be circumvented by school education and curriculum research.It is an effective way to enrich the theoretical base of curriculum knowledge research,enhance teachers’ curriculum understanding and cultivate students’ knowledge ability by investigating the changes of knowledge production process brought about by the evolution of education form in the digital age and studying about the coupling relationship among people,technology and knowledge.Introducing the perspective of "spatial turn" to consider the production of curriculum knowledge in the digital age in order to provide new perspectives and methods for building curriculum knowledge theory and reforming classroom practice.It is trying to clarify the process and methods of curriculum knowledge production,revealing the reasonable limits of curriculum knowledge production and explaining the dynamics mechanism that promotes the changes happened.Curriculum knowledge is the teaching content in the field of education to improve learners’ cognitive level,train their ability of thinking development and enrich the connotation of literacy.Curriculum knowledge production is the process of creating a series of cognition,proposition and concept in the interaction between knowledge production subject and learning situation,and constructing the inner complex cognitive structure and thinking mode of learners,which is the core purpose of knowledge learning.From the perspective of the transformation of learning concept,curriculum knowledge production is a transformation from "knowledge building" to "knowledge production",which is essentially a transformation from knowledge constructivism to connectivism and generative knowledge.Curriculum knowledge production is also a learning activity that emphasizes the effect of individual and collective collaboration.And from the view of knowledge dissemination,curriculum knowledge production is also the process of curriculum knowledge dissemination.Digitalization in the 21 st century has brought about a cognitive revolution,the times characteristics of curriculum knowledge production is explained from four dimensions: the interactive relationship between the subjects of knowledge production is the prerequisite for curriculum knowledge production in the digital age;the formation of active learning willingness and behavior are the opportunities for curriculum knowledge production in the digital age;connection-oriented is the core of curriculum knowledge production in the digital age and media technology is the reason of evolution in curriculum knowledge production.From the perspective of "spatial turn",there are four basic questions of "where to learn","who is learning","what to learn" and "how to learn".The knowledge producers are from the presence of the individual to the sharing of the subjects,the learning space moves from a closed campus to an intelligent environment that integrates virtual and reality,the learning content changes from symbolic memory to meanings generation,and the process of curriculum knowledge production is from disembodied relation to embodied cognition.And the driving force for this “spatial turn” is from the coupling relationship among individual cognition,group collaboration and environmental support.Then it analyzes the motivation of individual knowledge production,the power of group collaborative knowledge production and the power of connected environment,drawing a diagram of the dynamic mechanism of curriculum knowledge production in the digital age.Based on the reality of curriculum knowledge production reform,the problem of "reasonable limit" is put forward.There are three dimensions: the professional development of teachers doesn’t adapt to the generalization tendency of learning resources,the inertia of traditional learning behavior hinders the innovation of information teaching,and the crisis of superficial learning and data cage are caused by technological dependence.It is exploring the dilemmas and paradoxes behind the seemingly brilliant "myth of technology for learning".Finally,regarding curriculum knowledge production as a cyclical and successive process in the fields of individual cognition and collaborative cognition,a diagram of the curriculum knowledge production process is drawn.The basic process of curriculum knowledge production is a process in which the individual knowledge production cycle and the group knowledge production cycle are interrelated and dynamically promoted by information technology.The process of interaction is also the development of learners’ individual wisdom and the construction of collaborative community wisdom.