拓展性学习:探索学习科学的新维度
|
摘要
拓展性学习旨在跨越学习科学中理论与实践、内在与外在、个体与集体的"三重两难"问题,为学习科学提供了新的思考维度。在梳理拓展性学习与学习科学关系的基础上,文章首先探析了拓展性学习的内涵,随后从本体论、认识论和方法论三个方面,重点分析了拓展性学习的理论基础;最后,文章总结了拓展性学习的特点,指出其学习的单位是活动系统、学习的动力是历史矛盾、学习的过程是辩证循环、学习的结果是创造转化。对拓展性学习理论的解读,有助于揭示人类学习的内在机制,并进一步丰富学习科学的研究视域。
Aimed at crossing the "triple dilemma" problems of theory and practice, inside and outside, individual and collective in learning science, expansive learning provided a new thinking dimension for learning science. Based on combing the relation between expansive learning and learning science, this paper firstly explored the connotation of expansive learning, and then analyzed the theoretical foundations of learning science from the perspectives of ontology,epistemology and methodology. Finally, the features of expansive learning were summarized, and pointed out that the unit of learning was activity system, the motive of learning was historical contradiction, the process of learning was dialectical cycle and the outcomes of learning was innovative transformation. The interpretation on expansive learning was benificial to revealling the inner mechanism of human learning and further enriching the research range of learning science.
Aimed at crossing the "triple dilemma" problems of theory and practice, inside and outside, individual and collective in learning science, expansive learning provided a new thinking dimension for learning science. Based on combing the relation between expansive learning and learning science, this paper firstly explored the connotation of expansive learning, and then analyzed the theoretical foundations of learning science from the perspectives of ontology,epistemology and methodology. Finally, the features of expansive learning were summarized, and pointed out that the unit of learning was activity system, the motive of learning was historical contradiction, the process of learning was dialectical cycle and the outcomes of learning was innovative transformation. The interpretation on expansive learning was benificial to revealling the inner mechanism of human learning and further enriching the research range of learning science.
引文
[1]Engestr?m Y. Studies in expansive learning:Leaning what is not yet there[M]. Cambridge:Cambridge University Press, 2016:8.
[2][3][4][16][17]Engestr?m Y, Sannino A. Studies of expansive learning:Foundations, findings and future challenges[J].Educational Research Review, 2010,(1):1-24.
[5]维果茨基.反射学与心理学研究的方法论[A].(苏联)列·谢·维果茨基著.吴长福,刘华山,张树芸,等译.维果茨基全集(第1卷):对传统心理学的反思[M].合肥:安徽教育出版社,2016:265-288.
[6]余震球.维果茨基教育论著选[M].北京:人民教育出版社,2005:10.
[7]Leont’ev A N. Activity, consciousness and personality[M]. New Jersey:Prentice-Hall, 1978:63.
[8]Engestr?m Y. Learning by expanding:An activity-theoretical approach to developmental research(second edition)[M]. Cambridge:Cambridge University Press, 2015:252.
[9]Pavlidis P. Critical thinking as dialectics:A Hegelian Marxist approach[J]. Journal for Critical Education Policy Studies, 2010,(2):74-102.
[10][13]Vygotsky L. Mind in society:The development of higher psychological processes[M]. Cambridge, MA:Harvard University Press, 1978:9、54.
[11]Davydov V V. Types of generalization in instruction:Logical and psychological problems in the structuring of school curricula[M]. Reston, VA:National Council of Teachers of Mathematics, 1990:299-301.
[12]Il’enkov E V. The dialectics of the abstract and the concrete in Marx’s capital[M]. Moscow:Progress Publishers, 1982:59.
[14]Sannino A. The principle of double stimulation:A path to volitional action[J]. Learning, Culture and Social Interaction, 2015,(6):1-15.
[15]Davydov V V. Problems of developmental teaching:The experience of theoretical and experimental psychological research[J]. Soviet Education, 1988,(8):6-14.
[18]Il’enkov E V. Dialectical logic:Essays in its history and theory[M]. Moscow:Progress Publishers, 1977:30.
[19]Akkerman S F, Bakker A. Boundary crossing and boundary objects[J]. Review of Educational Research,2011,(2):132-169.
[20]Sfard A. On two metaphors for learning and the dangers of choosing just one[J]. Educational Researcher,1998,(2):4-13.
[21]Paavola S, Hakkarainen K. The knowledge creation metaphor——An emergent epistemological approach to learning[J]. Science&Education, 2005,(6):535-557.
[22]尚俊杰,裴蕾丝,吴善超.学习科学的历史溯源、研究热点及未来发展[J].教育研究,2018,(3):136-145、159.
[23]魏戈.人如何学习——解读恩格斯托姆的《拓展性学习研究》[J].北京大学教育评论,2017,(3):169-181.
[2][3][4][16][17]Engestr?m Y, Sannino A. Studies of expansive learning:Foundations, findings and future challenges[J].Educational Research Review, 2010,(1):1-24.
[5]维果茨基.反射学与心理学研究的方法论[A].(苏联)列·谢·维果茨基著.吴长福,刘华山,张树芸,等译.维果茨基全集(第1卷):对传统心理学的反思[M].合肥:安徽教育出版社,2016:265-288.
[6]余震球.维果茨基教育论著选[M].北京:人民教育出版社,2005:10.
[7]Leont’ev A N. Activity, consciousness and personality[M]. New Jersey:Prentice-Hall, 1978:63.
[8]Engestr?m Y. Learning by expanding:An activity-theoretical approach to developmental research(second edition)[M]. Cambridge:Cambridge University Press, 2015:252.
[9]Pavlidis P. Critical thinking as dialectics:A Hegelian Marxist approach[J]. Journal for Critical Education Policy Studies, 2010,(2):74-102.
[10][13]Vygotsky L. Mind in society:The development of higher psychological processes[M]. Cambridge, MA:Harvard University Press, 1978:9、54.
[11]Davydov V V. Types of generalization in instruction:Logical and psychological problems in the structuring of school curricula[M]. Reston, VA:National Council of Teachers of Mathematics, 1990:299-301.
[12]Il’enkov E V. The dialectics of the abstract and the concrete in Marx’s capital[M]. Moscow:Progress Publishers, 1982:59.
[14]Sannino A. The principle of double stimulation:A path to volitional action[J]. Learning, Culture and Social Interaction, 2015,(6):1-15.
[15]Davydov V V. Problems of developmental teaching:The experience of theoretical and experimental psychological research[J]. Soviet Education, 1988,(8):6-14.
[18]Il’enkov E V. Dialectical logic:Essays in its history and theory[M]. Moscow:Progress Publishers, 1977:30.
[19]Akkerman S F, Bakker A. Boundary crossing and boundary objects[J]. Review of Educational Research,2011,(2):132-169.
[20]Sfard A. On two metaphors for learning and the dangers of choosing just one[J]. Educational Researcher,1998,(2):4-13.
[21]Paavola S, Hakkarainen K. The knowledge creation metaphor——An emergent epistemological approach to learning[J]. Science&Education, 2005,(6):535-557.
[22]尚俊杰,裴蕾丝,吴善超.学习科学的历史溯源、研究热点及未来发展[J].教育研究,2018,(3):136-145、159.
[23]魏戈.人如何学习——解读恩格斯托姆的《拓展性学习研究》[J].北京大学教育评论,2017,(3):169-181.