| 网络学习与人的主体性发展 |
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| 引用本文： | 刘学兰,刘鸣.网络学习与人的主体性发展[J].华南师范大学学报(社会科学版),2004,46(1):128-134. |
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| 作者姓名： | 刘学兰 刘鸣 |
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| 作者单位： | 华南师范大学教育科学学院,广东广州,510631 |
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| 摘 要： | 网络学习是人们通过互联网而进行的学习活动，具有开放性、平等性、交互性、虚拟性和自主性。一方面，网络学习使学习在实践和交往中获得更大的自由和更高的主体地位，它尊重个体的需要并予以满足，促进个体的认知和创造，丰富对自我的认识和体验。另一方面，网络学习又束缚了学习主体性的发展，主要表现在：强化了学习对技术的依赖，强化了学习对真实世界的疏离，弱化了学习的理性思考能力，弱化了学习的目的性。
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| 关 键 词： | 网络学习 主体性 发展 束缚 |
| 文章编号： | 1000-5455(2004)01-0128-07 |
| 修稿时间： | 2003年10月12 |
E-learning and Development of Human Subjectivity |
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| by LIU Xue-lan,LIU Ming.E-learning and Development of Human Subjectivity[J].Journal of South China Normal University(Social Science Edition),2004,46(1):128-134. |
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| Authors: | by LIU Xue-lan LIU Ming |
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| Abstract: | E-learning is a learning activity in which people learn through the internet, with the following characteristics as openness, equality, imitation and self-determination. On the one hand, e-learning allows learners to obtain more freedom and more principal role in network practice and network communication, deferring to individuals' requirements and satisfying their needs, promoting their knowledge and innovation, and enriching self-cognition and experience. On the other hand, e-learning, however, limits the subjective development of the learners, which is seen in the following aspects: strengthening the dependence of the learners on the technology, intensifying their deviation to a real world, diminishing their rational contemplating ability, and weakening their purposes. |
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| Keywords: | E-learning learner subjectivity development limit |
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