2012年3月，我国教育部发布了《教育信息化十年发展规划（2011-2020年）》 ，提出了要力争通过十年的时间，使我国教育信息化从初步应用整合阶段进入全面融合创新阶段；因此从宏观到微观、从整体到局部，将是教育信息化建设的一个重要方向，技术支持的课堂环境是教育信息化微观建设的一个重要方面。课堂是学生在校学习的主要场所，技术支持的课堂环境对教师的教学和学生的学习有重要的支持作用。然而通过文献研究和课堂观察，笔者发现当前课堂环境存在一些问题，难以支持教师的有效教学和学生的投入学习。目前多数教室仍采用“秧苗式”的座位布局，一定程度上阻碍了教师采用灵活多样的教学方式；固定在讲台上的多媒体控制台，限制了教师的活动范围，很大程度上阻碍教师的教学灵活性和与学生的交互；学生反映“计算机+投影”的教学不仅没有促进学习，反而增加了认知负荷，加重了课堂学习负担。以上问题，促使笔者思考该如何评测技术促进学习的课堂环境和如何优化课堂环境的问题。有专家指出由于当今的学习者是在网络和技术环境中成长起来的一代，他们生活方式、思维方式和喜欢的学习方式已经和上一代有很大不同，他们喜欢使用技术进行学习，喜欢在与人合作的过程中学习，重视在体验的过程中学习，偏好结构化和连接式的学习。然而反观当前课堂的教学模式和学习方式，虽然新课程改革一直倡导以自主、探究和合作为特征的新型学习方式，学生实际的课堂学习方式仍以被动接受为主。鉴于此我们试图首先分析新一代学习者的特征，鉴别学习者偏好的学习方式，并根据其学习偏好，结合技术和教学法的最新发展，提出技术促进学习的课堂环境评测指标，据此提出课堂环境优化的方案并开展实验研究。因此，本研究以“面向新一代学习者的课堂环境研究”为核心命题，通过文献分析法、调查法、访谈法和课堂观察法，对以下三个方面进行深入研究。第一，在文献研究的基础上，厘清国外关于新一代学习者的研究脉络，分析新一代学习者偏好的学习方式；并通过大规模调查和焦点小组访谈的方式，系统分析当代学习者偏好的学习方式与当前课堂提供的学习方式之间的差异，指出新型学习方式在学习材料、内容序列、教学法、师生角色、评价方式和学习结果等方面的特征。第二，根据新一代学习者偏好的学习方式，综合考察课堂物理环境和课堂社会心理环境的组成要素，并根据大规模的调查结果和专家指导，甄别技术促进学习的课堂环境评测要素，形成技术促进学习的课堂环境评测指标。根据指标编制量表，并对SDFZ学校的课堂环境开展调查，在验证量表信度和效度的同时，根据问卷调查的结果，有针对性地提出课堂环境优化的方案。文中还提出了设计学生课堂学习体验的几条原则，以及三种典型的技术促进学习的课堂环境（Technology Enhanced Learning Classroom，TELC）。第三，选择HPL学校作为实验学校，根据支持协作学习的“强交互”型TELC课堂的相关指标，为课堂物理环境配置无线网络、数字设备和双屏投影等技术设备，为任课教师提供教学法和技术融合的指导。使用技术促进学习的课堂环境评测量表对TELC课堂和传统课堂进行评测，分析学生对课堂物理环境的感知和课堂社会心理环境感知的差异；同时基于对课堂视频的观察，利用课堂行为编码工具，对TELC课堂和传统课堂的教学行为和学习行为进行比较。综合两种研究方法，得出课堂环境的配置对提升学习体验和改变课堂学习行为的作用，提出课堂物理环境和社会心理环境提升的途径。最后，根据博士论文的研究过程和主要结论，我们总结了研究成果，分析了本研究的创新点和研究不足，同时指出了未来要继续研究的方向。

Ministry of Education (MOE) announced the 10 Years’ Development Plan of Educational Informatization in China (2011-2020), which proposed that the aim of Chinese Educational Informatization development was to achieve the fusion of technology into education in 10 years. So one of the trends for Chinese educational informatization development should be to change from macro construction to micro development. Classroom environment is one of the most important micro development aspects. As we all know, classroom is the main place when student learn at school, and technology rich classroom are supposed to promote teacher’s teaching and student’s learning.However, lots of researchers have claimed that there were lots of problems in classroom which hinder teacher’s effective teaching and student’s engaged learning, and the same results were found by the author through classroom observation in several schools. The layout of most classroom were "straight row" which impeded adoption of flexible teaching methods; the fixed multi-media teaching console always made teachers stand there with fewer interaction to students. Many students complained that the technology equipment in classroom did not promote learning but added some cognitive load in a sense. Based on these problems, we began to think about how to evaluate technology rich classroom and how to optimize classroom to promote technology enhanced learning. Some researchers indicated that the learners who had been grown up with digital technology were quite different from previous generation in living style, thinking style and learning style. The new generation of learners preferred to use technology to learn, liked to learn with peers, were fond of experiencing in the engaged learning process, and loved structured and connected learning. However, when we looked at the teaching mode and learning mode in the classroom, we found students still learned in a way of teachers instructing and students receiving, although Chinese new curriculum reform had advocated inquiry and collaborative learning for more than 10 years. Based on that, we first analyzed the characters of new generation of students, identified their preferred learning mode; and then proposed the evaluation indicators for technology enhanced learning according to their learning preference, new pedagogy and technology development. Therefore the theme of this research is "Study on the classroom environment supporting new generation of learners", which contains three research aspects by using the research methods of literature review, survey, interview, and classroom observation.First, based on the literature review, we clarified the research context and research methods for new generation of students, and then analyzed the characters of new generation of students. After that, we conducted a large scale survey and focus group interview to identify the differences of learning ways students preferred and classroom provided in the aspects of learning material, content sequence, pedagogy, role of teacher and students, evaluation method and learning outcome.Second, according to the preferred learning ways and previous research, we identified the key elements for classroom environment. After that, a large scale survey was conducted to determine the most significant elements for classroom environment evaluation. Then we developed the Classroom Environment Evaluation Scale, and after that a pilot study was done in SDFZ School to validate the Reliability and validity of the scale. Based on the pilot study, we proposed the principles for designing learning experience in classroom and the three typical technology rich classrooms environment. Third, we conducted an experimental research in HPL school to compare the differences of student’s perception and behavior between "Strong interactive" TELC classroom and traditional classroom. The physical classroom environment was equipped with wireless network, digital devices and dual screen, and the teacher was facilitated by a researcher for assisting instructional design and technology integration. The Classroom Environment Evaluation Questionnaire was used to evaluate students’ perception and satisfaction of both physical environment and psychological environment. The classroom observation and behavior coding methods were used to analyze the teaching behavior and learning behavior. From the result analysis, we proposed how to design classroom environment to best facilitate learning experience and technology enhanced learning ways.In the last part of the dissertation, we summarized the researches and the conclusions, analyzed the innovations and deficiencies, and also pointed the directions for next step research.