合法的边缘性参与:情境学习理论视角下的大学新生学习
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摘要
"合法的边缘性参与"情境学习理论提供了一种理解和分析大学新生学习的新视角,更好地回答了"学习是如何在实践共同体中发生的"这一新生学习的根本问题。以该理论为指导,高校可以从四个方面构建新生"合法的边缘性参与"学习的发展机制:在实践中促进"显性知识"与"默会知识"相互融合的知识建构机制,从"个体学习者"发展为"共同体参与者"的实践参与机制,从"边缘性参与"走向"充分参与"的共同体投入机制,"认知发展"与"身份建构"相互促进的角色发展机制。
"Legitimate Peripheral Participation" is a new view to comprehend and analyze first-year students' learning,helping us to answer"How does learning happen in the community of practice", which is the fundamental problem of first-year students' learning. Using this theory, the university can construct the learning development mechanism of new students' Legitimate Peripheral Participation from four aspects: that is the knowledge constructing mechanism that making"explicit knowledge" and "tacit knowledge" integrate each other in practice, the practice participating mechanism from"individual learner" to "community participant ", the community inputing mechanism from "Peripheral Participation" to"Full Participation", the role developing mechanism of "cognitive growth" and "identity construction" promoting each other.
"Legitimate Peripheral Participation" is a new view to comprehend and analyze first-year students' learning,helping us to answer"How does learning happen in the community of practice", which is the fundamental problem of first-year students' learning. Using this theory, the university can construct the learning development mechanism of new students' Legitimate Peripheral Participation from four aspects: that is the knowledge constructing mechanism that making"explicit knowledge" and "tacit knowledge" integrate each other in practice, the practice participating mechanism from"individual learner" to "community participant ", the community inputing mechanism from "Peripheral Participation" to"Full Participation", the role developing mechanism of "cognitive growth" and "identity construction" promoting each other.
引文
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[17]韩映雄,林倩仪.创造有意义的大学新生经历[M].上海:上海教育出版社,2009:21.
[18]朱荣.实践共同体的概念、特点及其构建原则[J].读与写(下旬),2011(7):1,3.
[19]郑葳.学习共同体:文化生态学习环境的理想架构[M].北京:教育科学出版社,2007:14.
[20]王文静.人类学视野中的情境学习[J].外国中小学教育,2004(4):20-23.
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[22]赵健.学习共同体-关于学习的社会文化分析[M].上海:华东师范大学出版社,2006.
[23]王红艳.论新教师的“合法的边缘性参与”学习[J].教育理论与实践,2014(28):36-39.
[24]SAMIMY K,KIM S,LEE J A,et al.A Participative Inquiry in a TESOL Program:Development of Three NNES Graduate Students’Legitimate Peripheral Participation to Fuller Participation[J].The Modern Language Journal,2011,95(4):558-574.
[2]史静寰,文雯.清华大学本科教育学情调查报告2010[J].清华大学教育研究,2012(1):4-16.
[3]高飞,王晓瑜.美国麻省理工学院新生学习共同体研究[J].高教探索,2010(6):80-83,93.
[4]雷庆,巩翔.普渡大学工学院新生计划及启示[J].高等工程教育研究,2009(2):92-98.
[5]叶信智.高影响力教育实践:美国大学促进学生成功的有效手段[J].中国高教研究,2012(9):35-39.
[6]GERKIN D.The impact of a first-year learning community on student persistence:Perceptions of community college students[M].2009.
[7]DOMIZI D P.Student Perceptions about Their Informal Learning Experiences in a First-Year Residential Learning Community.[J].Journal of The First-Year Experience&Students in Transition,2008,20:97-110.
[8]LAPIERRE Y.The Effect of Participating in a First-Year Learning Community on Student Engagement.[J].Proquest Llc,2011:115.
[9]J.莱夫,E.温格.情景学习:合法的边缘性参与[M].王文静,译,高文,审校,上海:华东师范大学出版社,2004.
[10]WENGER.E.Communities of Practice:Learning,Meaning and Identity[M].Cambridge:Cambridge University Press,1998:72-83.
[11]崔允漷、王中男.学习如何发生:情境学习理论的诠释[J].教育科学研究,2012(7):28-32.
[12]戴维H乔纳森.学习环境的理论基础[M].郑太年,任有群,译,上海:华东师范大学出版社,2002.
[13]WILLIAMS J.Identity and Learning within Communities of Practice[M].Constructing New Professional Identities:Sense Publishers,2013:25-40.
[14]克努兹伊列雷斯.我们如何学习:全视角学习理论[M].孙玫璐,译,北京:教育科学出版社,2014:119.
[15]哈瑞刘易斯.失去灵魂的卓越:哈佛是如何忘记教育宗旨的[M].候定凯,译,上海:华东师范大学出版社,2012:21.
[16]赵叶珠.学生参与:欧洲高等教育质量保障中的新维度[J].复旦教育论坛,2011(1):47-50.
[17]韩映雄,林倩仪.创造有意义的大学新生经历[M].上海:上海教育出版社,2009:21.
[18]朱荣.实践共同体的概念、特点及其构建原则[J].读与写(下旬),2011(7):1,3.
[19]郑葳.学习共同体:文化生态学习环境的理想架构[M].北京:教育科学出版社,2007:14.
[20]王文静.人类学视野中的情境学习[J].外国中小学教育,2004(4):20-23.
[21]埃蒂纳温格,理查德麦克德马,威廉姆M.施耐德.实践社团:学习性组织知识管理指南[M].边婧,译,北京:机械工业出版社,2003:4.
[22]赵健.学习共同体-关于学习的社会文化分析[M].上海:华东师范大学出版社,2006.
[23]王红艳.论新教师的“合法的边缘性参与”学习[J].教育理论与实践,2014(28):36-39.
[24]SAMIMY K,KIM S,LEE J A,et al.A Participative Inquiry in a TESOL Program:Development of Three NNES Graduate Students’Legitimate Peripheral Participation to Fuller Participation[J].The Modern Language Journal,2011,95(4):558-574.