阮一峰博客文集:Knowledge Forum的示范，知识建构的工具 | 开卷有益

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Knowledge Forum的示范，知识建构的工具
发表于2011 年 06 月 04 日 由侯爽
知识建构
在电脑辅助协同学习的领域，Marlene Scardamalia算是很有名，甚至可以说是本领域的创造者之一。她的主要贡献是《知识建构》的理论，而进行知识建构的平台Knowledge Forum.
想更好地了解知识建构，我推荐两篇中文的文章，一个是Scardamalia自己跟几个中国教授写的《知识建构共同体及其支撑环境》，而第二个是华南师范大学的赵建华教授写的《知识建构的原理与方法》。
12个知识建构原则
Scardamalia提出了12个知识建构的原则，而恰好在香港大学的网站，我找到了中文的翻译（我用了开放词典的繁简转换工具把文件从繁体字转换成简体字）：
Real ideas and authentic problems
Unlike textbook problems, authentic problems in real life are ones that students really care about. In the knowledge building community, students gain understanding by producing real ideas based on authentic problems.认识从生活中真实的问题出发
真正能引起学生关注的是生活中的真实问题，而不单是课本中的问题。在知识建构的群体当中，学生透过处理真实的问题，建立深刻的想法和概念，以达至建构新知。
Improvable ideas
All ideas from students are treated as improvable. Students work continuously to improve the quality, coherence, and utility of ideas. The learning culture must make students feel safe and comfortable to take risks in revealing ignorance, voicing half-baked notions, giving and receiving criticism.所有的概念与想法皆可改进
学生的概念和想法皆被视为可改进的。学生需要持续改进他们的想法和概念，以提升这些想法和概念的质素。在这样的学习过程中，学生要经历一些挑战，包括要勇于发表未完善的意见、要面对别人对自己的意见的批判。因此，学习的文化必须让学生感到安全，能自在地表达自己。
Idea diversity
The diversity of ideas raised by students is essential to the development of knowledge advancement. To understand an idea is to understand the ideas that surround it, including those that stand in contrast to it. Idea diversity creates a rich environment for ideas to evolve into new and more refined forms.多元化的意念与想法
学生提出多元化的意念和想法，正是知识进深的必要过程。我们要了解一个概念，就必须了解所有与之相关的概念，当中也包括与之相反的概念。一个充满多元化的意念和想法的学习环境，能有效促进概念的进化，达至更新和更高的层次。
Rise above
Through working with growingly diverse and complex problems, students sustainably improve their ideas and understanding. They eventually achieve new syntheses, more inclusive principles and higher level concepts.自觉提升讨论层次,开展更深入的讨论方向
通过愈来愈多元化和复杂的讨论，学生持续改进他们的想法及对知识的理解，逐渐能综合知识，创建出新的理论，学习到更广泛的原则和更高层次的概念。
Epistemic agency
Students themselves actively find their way to knowledge advancement. They fully consider the various ideas given by the learning community and negotiate a fit between each others’ ideas. They set their own learning goals and plans, are self-motivated and engage in evaluation by themselves.自觉参与主导知识建构的过程
学生主动寻找提升知识的方法。他们充分考虑知识建构群体提出的各种意念和观点，并互相协商，寻求适切的结论。他们自主地订立学习目标和计划，主动参与，并作出自我评估。
Community knowledge, collective responsibility
Students’ contributions to shared goals of the learning community are prized and rewarded as much as individual achievements. Team members produce ideas of value to others and share responsibility for the overall advancement of knowledge in the community.共有的知识，集体对认知负责
学生对群体的共同学习目标作出贡献。个人对群体的贡献会如个人的学习成就一样，得到同等的重视和表扬。作为知识建构群体的成员，学生提供对群体的学习有价值的意见，并共同承担令群体知识进升的责任。
Democratizing knowledge
All individuals are invited to contribute to the knowledge advancement in the classroom and take pride in the achievement.创建新知民主化
所有学生不论成绩能力参差都能参与知识提升的过程，并因为参与创建新知而值得骄傲。
Symmetric knowledge advancement
Expertise is distributed within and between communities. Symmetry in knowledge advancement results from knowledge exchange and from the fact that to give knowledge is to get knowledge.知识上的共同增长
一个知识建构群体内的各成员或各个不同的群体都拥有各自的专门知识。当他们将自己的知识分享和交换，就能得着共同的知识增长。
Pervasive Knowledge Building
Knowledge building is not confined to particular occasions or subjects but pervades mental life— in and out of school.不受时空限制建构新知
知识建构不受特定的情况或科目所局限。无论在校内或校外，知识的建构渗透在日常生活中。
Constructive uses of authoritative sources
To support their learning, learners need to respect and understand authoritative sources to get in touch with the present state and growing-edge of knowledge with a critical attitude.有建设性而不盲目地利用权威文献
学生需要以批判性的角度，关注和理解具权威性的文献，从中接触一些知识的现状及它们的最新发展。
Knowledge Building discourse
Students are engaged in discourse to share, refine and transform knowledge to reach for the goal of knowledge advancement.以建构新知为目的的讨论
学生参与讨论不单为了分享交流，他们还要改善和革新他们的想法，达至建构新知的目的。
Embedded and transformative assessment
Assessment is part of the effort to advance knowledge— it is embedded in the day-to-day learning process and used to identify problems as the learning proceeds. The community creates and engages in its own internal assessment, which is more fine-tuned and rigorous than external assessment.评估嵌进知识建构的过程中，以提升和改进群
体为目标的评估是促进知识增长的重要元素。评估应包含在每天的学习过程中，用以识别出学习进行期间出现的问题。学习群体自主地设计和参与内部评估。这样的评估比外界的评估更加适切和准确。
介绍平台的小截屏
我刚进入安大略省教育研究所的时候我有了机会参加Scardamalia教的一门关于知识建构社会的课。课程的组织当然是按照上面的原则，而且平台就是Knowledge Forum。那时候我觉得是一门非常有意思的课程，Knowledge Forum这个平台虽然看起来有一点破旧，但功能确实很厉害。跟别人描述课程的过程以及平台的设计和功能很难，所以我拍了一个小的电影跟大家分享我的经验。希望会有所帮助。（截屏的叙事都是英语的，抱歉）。
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