摘  要：作为一种“元理论”，场域理论可以用来解释多个学科领域的问题，信息化教-学领域的问题也毫不例外。依据考夫卡（Kurt Koffka）场域理论，文章构造了信息化教-学场域模型，将“心理場”与“物理场”的交互关系进一步具体化，讨论了“心理场”的动力机制对“物理场”的影响，从而透视信息化教-学场域中的各方交互关系，揭示交互关系的内涵，旨在为开放教育环境下的信息化教与学的方式变革和质量提升提供策略，认为开放教育环境已经具备了创设多样化教-学场域的充分必要条件。文章的创新之处在于，运用场域分析的视野来研究、探讨信息化教-学环境下的交互关系，这在过往的研究中是独树一帜的。

关键词：场域;心理场;物理场;拟境场域;自适应学习技术

中图分类号：G640 文献标志码：A         文章编号：2096-000X（2021）12-0046-06

Abstract： As a meta-theory， field theory can be used to explain problems of other fields， including the focus of the information teaching-learning. According to Kurt Koffka`s field-theory， a model is constructed for the information teaching-learning. Furthermore， the interaction between "psychological field" and "physical field" is reified， and the influence of the dynamic mechanism of "psychological field" on "physical field" is discussed. Then we can see the cross-correlation of all sides in the field of the information teaching-learning， and reveal the connotation of it. The purpose of this paper is to provide strategies for the transformation and improvement on the information teaching-learning in the open education environment. The paper supposes that these sufficient and necessary conditions to created diversified teaching-learning fields have been prepared in the open education environment. The innovation of this paper lies in： the use of field analysis to study and explore the cross-correlation in the field of the information teaching-learning， which is unique in the existing research.

Keywords： field; psychological field; physical field; simulated-field; adaptive learning technology

《教育信息化“十三五”规划》（以下简称“十三五规划”）提出，以建设“人人皆学、处处能学、时时可学”的学习型社会为宗旨，进一步深化开展“三通两平台”等系列工作，逐步普及推进网络学习空间，实现“一生一空间、生生有特色”①。至此，信息化教与学和网络学习空间的发展与实践进入了深化应用与整合创新阶段，越来越多的学者们开始研究信息化教学模式和与网络学习空间相关的问题。在这样的背景下，本文以信息化教-学环境中的交互关系为研究对象，试图探讨以学习者为中心的交互关系的内涵。

探讨上述问题是基于以下几点考虑：

首先，以学习者为中……