摘要
为了理解学习者如何建构正在学习的内容的意义，研究根据“生成式学习活动”（Generative Learning Activities, GLAs）的优势与边界条件，提出生成式意义建构框架。生成式意义建构框架区分了三种主要的意义建构方式－言语解释、图示表征和具身表现，每一种方式都有助于实现独特和互补的认知功能。具体而言，该框架假设学习者在心理上组织和模拟学习材料（通过图示表征和具身表现方式），可促进自己概括学习材料的能力（通过言语解释方式）。GLAs的相关研究证据也表明了图示表征和具身表现（教师提供和／或学习者生成）能促进学习者高质量的言语解释以及相应的学习结果。研究还探讨了学习者在生成式学习活动中意义建构的若干障碍，这些障碍有助于解释生成式学习活动何时无效，并阐述了通过对生成式学习活动作出适时指导和合理安排时机来克服障碍的可行途径。最后，研究阐明了生成式意义建构框架的理论启示和实践意义，并为后续研究提供可行建议。
並列摘要
How do learners make sense of what they are learning? This paper presents a new framework of sense-making based on research investigating the benefits and boundaries of generative learning activities (GLAs). The generative sense-making framework distinguishes among three primary sense-making modes-explaining, visualizing, and enacting-that each serve unique and complementary cognitive functions. Specifically, the framework assumes learners mentally organize and simulate the learning material (via the visualizing and enacting modes) to facilitate their ability to generalize the learning material (via the explaining mode). The paper presents evidence from research on GLAs illustrating how visualizations and enactments (instructor-provided and/or learner-generated) can facilitate higher quality learner explanations and subsequent learning outcomes. The paper also discusses several barriers to sense-making that help explain when GLAs are not effective and describe possible ways to overcome these barriers by appropriately guiding and timing GLAs. Finally, I discuss implications of the generative sense-making framework for theory and practice and provide recommendations for future research.