职教教师的非正式学习:内涵、困境与建议
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摘要
在知识经济背景下,非正式学习对促进职教教师发展具有重要意义。探索职教教师非正式学习的内涵与特征,分析职教教师非正式学习面临的困境有:职教教师非正式的学习意识有待于加强;职教教师的非正式学习环境有待于优化;职教教师非正式学习评价体系有待于建立。以此为基点,尝试提出三项应对建议:强化职教教师非正式学习的意识;优化非正式学习环境氛围;研发职教教师非正式学习评估机制与标准。
Under the background of knowledge economy, informal learning is of great significance for promoting the development of vocational education teachers. This research explored the connotation and characteristics of the informal learning of vocational education teachers and analyzed the dilemma of informal learning of Vocational Teachers: the informal learning consciousness and Strategies of vocational teachers need to be strengthened;the informal learning environment of vocational teachers needs to be optimized, and the lack of the informal learning evaluation system of vocational teachers. Based on these dilemma, this research tries to put forward three suggestions: to strengthen teachers' awareness for informal learning; to optimize the environment of informal learning; to develop an informal learning evaluation mechanism and standard for vocational education teachers.
Under the background of knowledge economy, informal learning is of great significance for promoting the development of vocational education teachers. This research explored the connotation and characteristics of the informal learning of vocational education teachers and analyzed the dilemma of informal learning of Vocational Teachers: the informal learning consciousness and Strategies of vocational teachers need to be strengthened;the informal learning environment of vocational teachers needs to be optimized, and the lack of the informal learning evaluation system of vocational teachers. Based on these dilemma, this research tries to put forward three suggestions: to strengthen teachers' awareness for informal learning; to optimize the environment of informal learning; to develop an informal learning evaluation mechanism and standard for vocational education teachers.
引文
[1]季娇,伍新春,青紫馨.非正式学习:学习科学研究的生长点[J].北京师范大学学报(社会科学版),2017(1):74-82.
[2]VICATORIA J M,KAREN E W.Informal and Incidental Learning in the Workplace[M].New York:Routledge and Kegan Paul Press,1990:12.
[3]余胜泉,毛芳.非正式学习-E-Learning研究与实践的新领域[J].电化教育研究,2005(10):18-23.
[4]FULLER A.Modern apprenticeship,process and learning:some emerging issues[J].Journal of Vocational Education&Training,1996,48(3):229-248.
[5]联合国教科文组织国际教育发展委员会.学会生存:教育世界的今天和明天[M].北京:教育科学出版社,1996:196.
[6]许良.技术哲学[M].上海:复旦大学出版社,2004:79.
[7]教育部师范教育司.教师专业化的理论与实践[M].北京:人民教育出版社,2001:12.
[8]林洋帆.变革型领导对知识分享影响:教师信任和团队凝聚力为中介[D].北京:清华大学,2010.
[9]郭石明,吴长春.社会形态与知识特征[J].有色金属高教研究,2000(1):104-107
[10]杨科正.论现代大学制度的现代性[J].教育评论,2012(1):15-17.
[11]POPPER K R.Objective knowledge:an evolutionary approach[M].Oxford:Clarendon Press,1979:35.
[12]刘胜男.教师专业学习的实证研究[M].上海:上海三联书店,2018:108.
[2]VICATORIA J M,KAREN E W.Informal and Incidental Learning in the Workplace[M].New York:Routledge and Kegan Paul Press,1990:12.
[3]余胜泉,毛芳.非正式学习-E-Learning研究与实践的新领域[J].电化教育研究,2005(10):18-23.
[4]FULLER A.Modern apprenticeship,process and learning:some emerging issues[J].Journal of Vocational Education&Training,1996,48(3):229-248.
[5]联合国教科文组织国际教育发展委员会.学会生存:教育世界的今天和明天[M].北京:教育科学出版社,1996:196.
[6]许良.技术哲学[M].上海:复旦大学出版社,2004:79.
[7]教育部师范教育司.教师专业化的理论与实践[M].北京:人民教育出版社,2001:12.
[8]林洋帆.变革型领导对知识分享影响:教师信任和团队凝聚力为中介[D].北京:清华大学,2010.
[9]郭石明,吴长春.社会形态与知识特征[J].有色金属高教研究,2000(1):104-107
[10]杨科正.论现代大学制度的现代性[J].教育评论,2012(1):15-17.
[11]POPPER K R.Objective knowledge:an evolutionary approach[M].Oxford:Clarendon Press,1979:35.
[12]刘胜男.教师专业学习的实证研究[M].上海:上海三联书店,2018:108.