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2006618817Vol.1720071ModernEducationalTechnologyNo.12007G4001A10098097200701000807[1][2][3]19202030[4]1922RubinshteinVygotskyLeont'ev1987Engeströmmediation1SRXVygotsky,L.S.1978.Mindinsociety:Thedevelopmentofhigherpsychologicalprocesses.Cambridge,Mass.:HarvardUniversityPress.YrjöEngeström19871896-1934203070XSR920801990[5]2070198722YrjöEngeström,1987233YrjöEngeström,198734YrjöEngeström,19872001105YrjöEngeström,2001activitymotiveactiongoaloperationcondition32211116677YrjöEngeström,1987123//4Nardi,19961999DavidHJonassen122121222212121444431261511.1.11.21.31.42.2.12.22.33.3.13.2--3.34.4.14.24.3134.45.5.15.25.36.6.16.276.3//6.47.7.17.28.8.18.28.3CSCWCSCL14ActivityTheory–anintroduction[EB/OL].~cs0car/hci/3_con_at.htm.RetrievedApril5th,2006[J]2000459-65MartinRyder.SpinningWebsofSignificance:Consideringanonymouscommunitiesinactivitysystems.[EB/OL].~mryder/iscrat_99.html.RetrievedApril5th,2006LiamBannon.ActivityTheory[EB/OL].[J]1997187-93[J]200569-14[J]2005264-68BonnieA.Nardi.ActivityTheoryandHuman-ComputerInteraction[A].Contextandconsciousness:Activitytheoryandhuman-computerinteraction[M].Cambridge,MA:MITPress,1996DavidHJonassen,LuciaRohrer-Murphy.Activitytheoryasaframeworkfordesigningconstructivistlearningenvironments[J].EducationalTechnology,ResearchandDevelopment.Washington:1999.Vol.47:61-79Engeström,Y..Expansivelearningatwork:Towardanactivitytheoreticalreconceptualization[J].JournalofEducationandWork,2001,14(1):133-156YrjöEngeström.LearningbyExpanding:AnActivity-TheoreticalApproachtoDevelopmentalResearch.[D]Helsinki,Finland:Helsinki:Orienta-Konsultit,1987AnInquiryintoEvolutionarySkeletonandApplicationofActivityTheoryLvJinjiaoLiuMeifengShiLifanSchoolofEducationalTechnology,BeijingNormalUniversity,Beijing100875Abstract:ActivitytheoryisapsychologictheorybasedonMarxismphilosophy.Activitytheoryisjustadescriptivetheorywhichcananalysevariousactivitiesuniversallyinsociety.Byresearchingofrelevantdomesticandoverseasliterature,thepaperanalysedtheevolutionaryskeletonofactivitytheorywhichhadthreegenerations.Representativepersonsandmainviewpointsinthreegenerationsofactivitytheorywereinquiredrespectively.Then,thepapersummarizedeightmainideasofactivitytheory.Atlast,thepaperputforwardageneralframeworkforanalysingactivityaccordingtomainideasofactivitytheory.Theframeworkhadeightstepsandtwenty-sixsubstepswhichincludedsomeproblemstoberesolved.Thepurposeofthepaperwastohelppeoplehaveadeeplyunderstandaboutactivitytheorysothattheycananalysevariousactivitiesclearly.Keywords:Activity,ActivityTheory,EvolutionarySkeleton,MainIdea,AnalyticalFramework54BriefingonDistributedLearningLiYubinJiangWeiYaoQiaohongLiaoningNormalUniversity,Dalian,Liaoning,116029Abstract:AlongwiththerapiddevelopmentofICTandtheapplicationsofthattoeducationandteaching,andwiththeunceasingunderstandingoflearningtheoriessuchassocialconstructivismanddistributedcognition,anewteachingmode--distributedlearninghasbeengraduallybroughtintotheviewofdistanceeducationscholar.Thearticlemakesanin-depthanalysisanddiscussionabouttheconnotationinscapeofdistributedlearningdifferencesbetweendistributedlearninganddistanceeducationandsoon.Thearticlealsopointsoutthatdistanceeducationanddistributedlearningareactuallydistinguishingandcannotbereplacedbyeachother,althoughtheybothallowthelearnersstudyatscatteredplacesandseemtobethetwodifferentdepictionsofoneconception.Keywords:DistributedLearning,DistanceEducation