认知生态学视角下理工科大学生碎片化学习的实证研究

An Empirical Study on Fragmented Learning among Science and Engineering Undergraduates from the Perspective of Cognitive Ecology

摘要: 在数智时代教育生态变革背景下，理工科大学生碎片化学习现象普遍，但其系统性知识需求与碎片化实践存在冲突。本研究结合吉布森的可供性理论与哈金斯的分布式认知理论，创新性地构建了“时间–空间–认知–权利”四维认知生态分析模型，并采用了定性与定量相结合的混合研究方法，对S理工科高校机器人专业的39名学生进行了18个月的追踪访谈，共收集到303份有效问卷。研究发现，理工科大学生在碎片化学习过程中，时间维度上表现出高效表象与深层危机的矛盾；空间维度上，场景迁移带来了认知代价；认知维度上，虽然知识整合呈现积木式重构，但跨学科联结面临障碍；权利维度上，则呈现出工具理性主导下的个性化能力塑造特征。整体而言，理工科大学生的认知生态稳定性依赖于“工具可供性–策略适配性–环境支持性”的动态平衡。基于此，本文提出“问题链–能力树”双轨教学改革方案，涵盖课程内容重构、教学场景协同和认知能力培养等策略。

Abstract: Against the backdrop of the digital era’s educational transformation, the phenomenon of fragmented learning is pervasive among science and engineering undergraduates, yet there exists a tension between their demand for systematic knowledge and the fragmented nature of their learning practices. Drawing on Gibson’s theory of affordances and Hutchins’ distributed cognition theory, this study innovatively constructs a four-dimensional cognitive ecology analytical model encompassing time, space, cognition, and agency. Employing a mixed-methods approach, the research follows 39 robotics majors at University S for 18 months, combining qualitative and quantitative methods including in-depth interviews and the collection of 303 valid survey responses. The findings indicate that, in the process of fragmented learning: on the time dimension, students demonstrate a contradiction between perceived efficiency and underlying crises; on the spatial dimension, frequent shifts in learning environments incur cognitive costs; cognitively, while knowledge integration occurs in a block-based reorganization, interdisciplinary connections remain limited; and from the perspective of agency, students exhibit the development of individualized capacities dominated by instrumental rationality. Overall, the stability of science and engineering students’ cognitive ecology relies on a dynamic equilibrium among tool affordances, strategy adaptiveness, and environmental support. Accordingly, the paper proposes a dual-path “Chain-of-Problems and Ability-Tree” instructional reform framework, including strategies for curriculum content reorganization, coordinated learning environments, and enhanced cognitive ability training.